Learning mathematics includes to think and to talk mathematically. Against this background, mathematical negotiation processes are closely interwoven with mathematical learning. We assume, that linguistic diversity can serve as a productive provocation and starting point for processes of negotiating and, as a consequence, be a fruitful resource for learning processes. Mathematical terms in different languages might open up possibilities to generate new perspectives on previous knowledge and to differentiate mathematical concepts. In this paper we present the beginning of a research process by analysing differences between the two languages English and German on a subject-specific, linguistic and etymological level in order to identify resources for mathematical learning in primary school from a didactic perspective.