Language diversity in the United States has been rapidly increasing in the last three decades (U.S. Census Bureau, 2015). Children who are under 8 years of age and have at least one parent who speaks a language other than English at home comprise 32% of the nation's young child population (Park et al., 2017), increasing the need for practitioners, researchers, policymakers, and stakeholders to support the strengths and needs of children who have diverse language backgrounds. Linguistically responsive practice is an approach that requires teachers to be familiar with children's linguistic backgrounds and overall developmental strengths and needs, understand functional language practices, and scaffold language development to support participation of children who are learning more than one language in daily routine activities. The purpose of this article is twofold: to discuss (1) linguistically responsive practices and (2) the importance of peer interactions for children who have diverse language backgrounds with a focus on guided play. This article will examine the implementation of Division for Early Childhood of the Council for Exceptional Children (DEC)-recommended practices in the interaction (INT) area, INT2 and INT3 (DEC, 2014).