Drawing together the work of two researchers engaged in ongoing, longitudinal research with practitioners in early years and bilingual complementary settings, this article argues that bilingual learners in the early years need and are entitled to particular kinds of "safe spaces" to succeed in their education. Historical and policy contexts, and the theories that underpin this stance are discussed, along with their implications for learning. The central argument is supported, and links are made across the contexts considered, by revealing vignettes from the research of the ways in which educators mediate languages and learning with young bilingual learners in home, community and educational settings. International comparisons are drawn. Implications for the professional roles and knowledge of educators, and for initial teacher education are made, with practical examples which synthesise the issues and illuminate the theoretical frameworks discussed. (Contains 1 note.)