This digest explains how functional language instruction can be made useful for persons with moderate to severe disabilities who are also culturally and linguistically different. It further explains how vocabulary and cultural information of the Spanish-speaking student can be included in functional language instruction for students who are from different cultural groups. The digest defines functional language instruction, outlines use of an ecological inventory to determine language needs, offers a classroom example, describes how to choose vocabulary for functional language instruction, and notes the importance of continuing parent-school communication. The digest concludes that children who receive functional and context-embedded language instruction are more likely to have a positive attitude about learning and a heightened self-concept. (Six references) (JDD)