This brief has explored environmental and instructional supports that can be used by teachers regardless of their own language skills and how these supports relate to learning outcomes for DLLs. We found that the number of books in the home language per DLL was positively related to child outcomes, as was the use of basic phrases and songs in the home language. There was greater evidence for these relationships among Spanish-language DLLs than among Cantonese-, Mandarin-, and Vietnamese-language DLLs, possibly as a function of differing sample sizes. (author abstract)