This practice brief draws upon recent evidence-based instructional recommendations regarding dual language learners (DLL) and English learners (ELs). The research-based recommendations provided in this brief will support educators in their efforts to ensure that young DLL/EL children receive high-quality educational experiences that take into account their unique learning needs, honor their assets, and set them on a strong trajectory for academic success. Further, the recommendations offer suggestions for supporting children to maintain a positive sense of self, interact meaningfully with their peers, and develop a sense of personal efficacy. (author abstract)