In this mixed methods study, we explored whether teachers’ family engagement practices were associated with ELL children’s attendance and early learning, focusing on whether two aspects of the linguistic context—classroom composition of ELL students and teachers’ practices for communicating in families’ home languages—moderates these associations. Additionally, we used parent focus groups to shed light on ELL families’ experiences with family engagement. We found consistent evidence that associations between teachers’ family engagement practices and ELL children’s attendance and socioemotional skills were moderated by classroom composition of ELL students. Specifically, family engagement practices were associated with better attendance and higher socioemotional skills among ELL children in minority ELL classrooms (less than 20% ELL) but not in classrooms with more ELL students (20% or more). (author abstract)