French Immersion instruction has often focused on the development of oral language as the primary method of early literacy learning. Manitoba Education endorses this focus with its curricular emphasis on oral language acquisition before formal reading and writing instruction. This article examines the role of early years French immersion teachers in supporting both early years students' social-emotional development and early language development through supportive literacy practices. The author presents research that supports language acquisition alongside pedagogical methods that support kindergarten and grade 1 literacy development in a French Immersion environment.