The purpose of this study is to examine the effectiveness of a Culturally and Linguistically Responsive (CLR) English vocabulary approach designed to support vocabulary development in Spanish-speaking dual-language learners (DLLs). The approach incorporates research findings on instructional strategies, including strategic use of the home language and home culture, delivered through a shared reading activity. The CLR approach will be compared to an English-only Culturally Responsive (ECR) approach and a "business as usual" (BAU) English-only classroom approach. The ECR approach includes the cultural but not the linguistic aspect of the CLR approach. Children will be randomly assigned to a CLR group, an ECR comparison group, or a BAU control group. Expected results include additional data to inform Head Start and Early Head Start policymakers and administrators as well as instructional procedures to support and improve the quality of services to culturally and linguistically diverse preschool children. Findings could also positively impact the development of Head Start policies on: (1) effective vocabulary instructional strategies that support oral language development in DLLs; and (2) content for multicultural professional development training for both monolingual and bilingual providers serving diverse children.