Speech communication teachers of Latino students and non-native speakers of English experience problems in accomodating these students in mainstream monolingual-monocultural classrooms. Earlier research about these students shows that they have low perceptions of their communication competence, and high communication apprehension when speaking English if they come from a Spanish-speaking ethnic environment. The dearth of bilingual or minority teachers has caused an inequitable teaching climate in which Latinos are not being extended the opportunity to acquire the communication competencies that they need to assimilate into the dominant culture's social, learning, and working mainstream. A practical solution seems to be the one recommended by the California Speech Communication Association (CSCA). Their plan takes a collaborative culturally diverse training package approach to be developed in two stages. The first stage deals with validation of claims made by teachers of Latino students that they are using correct methodology but that skill enhancement is needed. Also, development of a standardized ESL testing battery is encouraged. The second stage deals with training CSCA members and outside individuals to be multicultural trainers. These people would then train others, and establish a network of multiculturally-aware teachers at all important locations. (PA)