Nontraditional Hispanic students, though often pedagogically problematic in other ways, possess language resources that should not be overlooked and that ought to provide a model for other language learners. The paper illustrates: (1) the resources needed for foreign language capacity that exist in non-English-speaking sectors of U.S. society; (2) how the nondevelopment of these resources has counterproductive consequences for minority children, foreign language instruction, and national educational needs; (3) what progress and promise bilingual education offers to remedy the situation and bring about more positive educational outcomes; and (4) some practical steps teachers might take in utilizing the language resources around them. The adoption of language resources in the home and community involves both language skills and culture. Learning culture gives content to language lessons and provides insight into the lives of non-English speakers that is so essential to attitudinal change. For younger students, use of make-believe or role playing and show-and-tell in Spanish aids vocabulary and syntax building and the development of oral fluency. For older students, these activities can be modified to help the student focus on lexicon, phrasing, intonation, expressions, and career experiences or plans. (Author/JK)