This Digest discusses the ongoing effort to develop new methods for identifying talent and giftedness among bilingual and limited-English-proficient Hispanic students. To provide better profiles for the identification of all gifted children, research suggests use of both qualitative and quantitative instruments. Several instruments are recommended for assessing disadvantaged children, including culturally and linguistically diverse students, and for use with Spanish-speaking students. Most school districts serving gifted and talented bilingual Hispanic students use multiple criteria in the screening and identification process. Multiple criteria may include ethnographic or dynamic assessment, portfolios, test scores, teacher observation, behavioral checklists, writing samples, and input from parents and community members. Certain student traits may alert teachers to consider further assessment. Although Hispanic females have shown a consistent trend of doing better academically than males, they remain seriously underrepresented in higher education. To increase participation of Hispanic female students in programs for the gifted and talented, both parents and educators must be advocates. As more culturally and linguistically diverse students enter the nation's schools, local programs must be in place to identify and educate the gifted and talented among them and must allow their participation while they are learning English. (Contains 21 references.) (SV)