Meeting the strengths and needs of young children and families from diverse linguistic backgrounds is increasingly critical within early childhood programs. Research suggests that implementing culturally and linguistically sustaining practices can result in positive outcomes for young children and their families. In this article, the authors describe how early childhood educators can decenter English as the language of power by counteracting deficit labels and English-only instruction. As an alternate approach to language instruction, the authors detail how early educators can develop inclusive linguistic environments that incorporate ongoing partnerships with families and translanguaging practices.