Foundational principles of formal math language in mathematics classrooms are necessary for students' ability to succeed academically. However, cultural dialects such as Black language are vilified within the scope of education, particularly in mathematics education, despite evidence that acknowledging students' cultural and linguistic backgrounds aids in their understanding of mathematical concepts. In a sociopolitical context that does not support the use of culture as it relates to race and gender, educators face even more challenges in pursuit of linguistic and cultural justice. We provide commentary on Black students' language use to facilitate critical conversations regarding mathematics teaching, learning, and culture and its implications for Black students. To this end, we provide recommendations for stakeholders in mathematics education that can provide a starting point to make mathematics education a more welcoming discipline.