In this thesis, I present three related papers that collectively investigate the instructional supports on screen and in the media viewing context that influenced English and heritage language vocabulary knowledge in DLLs. In study 1, I examine how specific pedagogical approaches used in educational media might benefit DLLs. In study 2, I investigate how the overall instructional context for vocabulary learning influence L2 vocabulary in DLLs. In study 3, I examine how the language of instruction in children's programming help DLLs maintain two languages. Findings from these three studies provided an understanding of how various contexts for learning on screens might affect DLL early literacy development.