The overarching purpose of this project is to increase the understanding of classroom factors and processes that can support the language and socio-emotional development of dual language learners (DLLs). In recent years, policymakers have paid more attention to DLLs not only because of their increasing numbers, but also because prior research has shown gaps in achievement between DLLs and their monolingual English-speaking peers. To better serve DLLs, research needs to focus on how having access to two languages uniquely affects their learning.