A substantial body of research has collectively concluded that encouraging students to draw flexibly on multiple aspects of their linguistic repertoires is positively associated with developing bilingualism, metalinguistic awareness, and academic skills. However, most bilingual education programs--including transitional and dual-language--limit, discourage, and/or stigmatize such practices. This study examines literature discussion in a fifth-grade bilingual education classroom, in which the teacher valued, supported, and facilitated hybrid language practices. The findings illuminate the ways in which the teacher and students flexibly used their linguistic and cultural resources to understand the text content and language.