Research suggests that teachers need to scaffold emergent bilingual students as they develop the complex language associated with school success. This may especially be true in dual language settings, where children are learning two languages simultaneously. In this study, therefore, I investigate the linguistic scaffolding practices of first-grade dual language teachers as they support academic language development for their Spanish-dominant students. Academic language is viewed not only as a set of linguistic components but also as a way of accomplishing certain functions and participating in context-reduced communication. Findings indicate that teachers engage in scaffolding both within and across lessons, providing insights into ways teachers can support academic language development for emergent bilingual students in general.