This article explores the language and literacy practices of Latino immigrant children in preschool. In spite of the monolingual framework and the readiness emphasis of current educational language policies, children draw on their home language as a resource to literacy learning. The author argues that children's use of their home language is a source of support for English development and learning. The article sheds light on the benefits of supporting the home language, even when English is the target language in the classroom and bilingual education is not an option. Literacy instruction organized around social interaction, guided dialogue, and direct instruction that supports children in making use of their full linguistic resources has the potential to connect schooled literacy practices to children's life experiences and interests, and broaden their literacy practices and developing academic strengths.