The realization that the areas of second language and mathematics education share some common features and that educators in these fields may profit by an exposure to research and practice in both fields motivated the production of this paper. From an introduction to the literature, parallels in the history of the two disciplines were recognized: in mathematics, movements emphasizing problem-solving and critical thinking, and in second-language education, the reconceiving of language as a tool for communication and for the making of meaning. This paper focuses on several contributions from theory, research, and practice in second language instruction, showing their relevance to mathematics education. Most of the paper analyzes three methods developed to teach second languages: (1) delayed oral production; (2) the silent way; and (3) counseling-learning/community language learning. The characteristics and principles of each method are discussed along with their implications for mathematics instruction. Also, an illustration of how the same pedagogical principles can be applied to the teaching of a mathematic topic is included. The discussion of this paper is presented in the form of a dialogue with the words of the mathematics educator appearing in Roman type and the second-language educator writing in italics. (RT)