This dissertation document includes three separate articles that share a single focus: the development, implementation and assessment of a Culturally and Linguistically Responsive (CLR) English vocabulary approach for young Latino dual language learners (DLLs). The first article reviews and integrates insights from different bodies of existing literature into a cohesive theoretical framework to inform the development of a CLR vocabulary approach for young DLLs; the second article reports results of a randomized study of the CLR approach that contributes to the research literature on theoretically and evidence based vocabulary approaches to support vocabulary development in Latino preschool DLLs; and the third article is a translational research article that provides practical guidance to early childhood professionals wishing to incorporate CLR instructional strategies into vocabulary approaches for preschool DLLs. These articles are responsive to the need for further research in the development of evidence-based vocabulary approaches for this population. Through each article, conclusions and recommendations are provided to guide the delivery of effective instructional approaches that meet the unique learning needs of preschool DLLs as well as suggestions for future research. (author abstract)