The nation's linguistic diversity is growing steadily, particularly among the youngest children. A growing body of research shows that these children are most successful when they participate in bilingual instructional programs (such as dual immersion, transitional bilingual and other models). But as good as instructional language diversity might be for DLLs, scaling up multilingual instructional programs is no simple matter. To expand access to these programs, schools need more multilingual teachers. This brief, the first in a series of publications from New America's Dual Language Learners National Work Group summarizes policies related to these challenges and existing research on paraprofessionals.