This study contributes to efforts to characterize teaching that is responsive to children’s mathematical ideas and linguistic repertoire. Building on translanguaging, defined in this article as a pedagogical practice that facilitates students’ expression of their understanding using their own language practices, and on the literature surrounding children’s mathematical thinking, we present an example of a one-onone interview and of the circulating portion of a mathematics class from a secondgrade classroom. We use these examples to foreground instructional practices, for researchers and practitioners, that highlight a shift from a simplified view of conveying mathematics as instruction in symbology and formal manipulation to a more academically ample discussion of perspectives that investigate critically both mathematical concepts and their modes of transmission, which involve language practices, that are crucial for educating bilingual children