Nonstandard English can assist rather than hinder the inner-city teacher. Once he is convinced that nonstandard English has a legitimate place in his classroom, he is on his own to devise various creative ways to employ the expressive and highly verbal language of his students. A method whereby nonstandard English can be employed to assist in the teaching of mathematics starts with the teacher requesting each of his students to provide him with a list of 15 to 20 of their favorite nonstandard English words, as well as the definitions of those words. The words should be ones that are a part of their daily lives. This will probably yield better results if it is in the form of a written homework assignment. By soliciting the students' assistance, the teacher gives them and their language a degree of status that should encourage and motivate them. Once the teacher has a substantial list of words, it is his task to create mathematics problems which incorporate the nonstandard terms. The teacher may also want to incorporate some of the customs and general background of the ghetto student. He should endeavor to make the problems meaningful and relevant. Students who previously have been encouraged and forced to reject their nonstandard English will be happy to share their words if later they can see them in print. (Author/JM)