The effectiveness of dual-language book reading in culturally and linguistically diverse classrooms is largely uncontested. Yet there are repeated calls for more research to determine how this resource can be used more broadly and effectively by teachers, especially in emergent-literacy learning contexts. In the present study we analysed culturally and linguistically responsive teaching and learning in dual-language book reading vignettes to demonstrate how teachers and volunteer readers build on linguistic and cultural repertoires of emergent-literacy learners to help them gain metalinguistic awareness, cultural empowerment and identities as capable learners. We argue that diversity can be embraced and multilingualism can be positioned as normal by using dual-language books to motivate discussion about language and cultural artefacts. The findings suggest a rethinking of classroom practices based on family involvement in the classroom and a subtle shift in the balance of authority and expertise among teachers, children and families.