This chapter discusses some approaches for teaching children from diverse language groups in early education contexts. We commence by overviewing the multiple languages spoken in Australia to highlight the diversity that currently exists in many early years education contexts. Attention is drawn to the mainly monolingual Euro-Australian educators and the need for these educators to have approaches that (i) go beyond multiculturalism, and (ii) harness the affordances of multimodal texts. Two case studies that contrast discourses of deficit with discourses of resourcefulness are introduced, highlighting the need for educators to manage the effects of the former whilst working to adopt the latter. The chapter concludes by considering major policy directives in early years education and some specific accounts of educators who have implemented literacy lessons that promote interculturalism and develop children’s Standard Australian English and their facility with multimodal texts.