Two case studies are presented here to highlight the importance of identifying cultural giftedness in language-minority children who are monolingual Spanish or bilingual Spanish dominant with low English proficiency. In one study, the child was monolingual, Spanish-dominant and culturally or non-verbally gifted; in the other, the child was an unbalanced bilingual Spanish-dominant/limited-English-proficient and culturally and linguistically gifted. The discussion helps to shed new light on the association between bilingualism and cognitive development and giftedness in young children. Quality of family life and socioeconomic status, based on parental education level and occupation, were examined for each child. The term "voices" is used to refer to the mainstream school culture view of linguistic and academic dimensions of giftedness based on standardized tests and performance standards guiding the curriculum. The term "voces" refers to the minority community view of cultural aspects of social and emotional dimensions of giftedness. Findings reveal that alternative assessments can capture non-verbal and verbal giftedness in minority children's culture and language; low socioeconomic minority children from nurturing families who provide cultural enrichment can develop emotional, cultural, and linguistic giftedness; and parents represent the minority voces while teachers portray the mainstream voices that result in complementary visions of giftedness that enrich language minority children's assessment. (Contains 47 references.) (Author/NAV)