An increasing number of families from Guatemala are attending WA schools, and a significant number speak an indigenous language from the Mayan and/or Uto-Aztecan language families, among others. As we teach English, working with these speakers can be more effective when sociolinguistic and sociocultural information is incorporated into student and family services and interventions. Special attention will be directed to increasing staff knowledge of an indigenous language's phonetic inventory and morphemic/syntactic structures. In addition to providing more effective language bridging for these learners, increased awareness can also reduce the number of inappropriate referrals to SWD programs (before EL opportunities are exhausted). Additional attention will be directed to linguistic resources so staff can access highly vetted information when working with these indigenous languages.