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This conceptual paper explores language and cultural resources as forms of multicompetence for engaging in engineering epistemologies (what we know) and practices (what we do). The need for a more diverse pool of engineers to tackle the complex challenges facing society is undeniable, but stereotypes about the discipline can create alienation among many students and undermine efforts to build a more inclusive profession. Drawing on scholarship from engineering education, science education, and learning sciences, this paper argues that the resources of Multicompetent Learners (ML), who have acquired valuable experiences and knowledge through social interaction within their communities, are valuable for engineering learning environments. By leveraging the language and cultural resources that students bring with them, engineering education can better prepare learners to develop solutions and knowledge that serve a diverse population. This work underscores the critical role of language and cultural resources in helping students be heard, seen, and understood in engineering and illustrate how these resources can help bridge the gap between students' lives and engineering. The paper further explores the multidimensional nature of language and cultural resources and how students draw on different sets of talk depending on the context, whether near or distal from the activity at hand. It contends that without a deeper understanding of the role of non-dominant ways of speaking in the act of becoming and belonging, efforts to diversify engineering will remain elusive. Ultimately, this paper summarizes these ideas through a conceptual model for engineering learning environments that value and leverage the resources that students bring from their communities. By creating more equitable and socially just solutions, engineering education can better serve the needs of diverse populations and ensure that the profession is truly reflective of the communities it serves.