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This book follows four emergent bilingual students in an English-medium pre-kindergarten in the US and examines how students' differing social positions in the classroom shaped their participation in interaction and, thus, their English language learning across a school year. With a unique focus on both processes and outcomes, the book highlights language strategies that are often overlooked if the focus is solely on one language or on group participation, and it emphasizes the importance of assessment choice in shaping which learners appear to be successful. It is a powerful argument for recognising the translingual and multimodal abilities of learners, even in education which is officially English-medium and monolingual.