The growing population of young English language learners (ELLs) in American schools creates an urgency for educators to understand, value, and support the wide array of students' native language practices as a way to support both the ELLs' first language and their native cultures and communities. Considerable research shows the importance of first language (L1) education in the development of ELL identity. This includes access to community resources and English language development. To support L1 education at home, parents first need to believe in the value of the L1 home language and its corresponding culture and then they must be informed about how to support it. Very few studies exist either on parents' beliefs about the role of their home language in their children's education, or on how to support such language learning at home. This study examines ELLs' parents' beliefs about L1 education and their home language literacy education practices. These beliefs and practices are then linked to the development of ELL identity and language skills and show how families are affected differently across households. (Contains 1 table and 1 note.)