Researchers have argued for an orientation to language as a resource that values bilingualism in mathematics classrooms. However, little is known about what mathematics teachers can do to translate a language-as-resource orientation into productive classroom practice. In this study, I analyze video data from two language immersion classrooms to understand pedagogies that are possible in contexts where bilingualism is seen as a resource. I argue that teachers' purposefully devised discursive practices used students' languages in ways that enhanced mathematical learning opportunities. I provide examples from the classrooms and discuss implications for research in bilingual classrooms where a language-as-problem orientation dominates. [For complete proceedings, see ED581294.]