This article advances a framework for early language and literacy development among young English language learners (ELLs). A dual-language book project undertaken in partnership with a local elementary school provides a context within which to address children's need to negotiate language, culture, and identity as they transition and make meaning from their home language (L1) to English and the language of school (L2) and back. Using objects of cultural and personal relevance that the children brought from home, stories of "Family Treasures" were generated from the original telling in the L1 into English in small-group contexts, transcribed, illustrated, and uploaded to a Web site for permanent sharing, rereading, and exchange. These booklets also provided an opportunity for identity formation, pride of family and culture, and the acquisition of rudimentary technology skills, which all work to motivate and engage young learners in the development of early literacy. (Contains 7 figures and 3 notes.)