Emergent bi/multilingual children have historically been afforded few opportunities to engage dialogically with peers and teachers in posing authentic questions and co-constructing interpretations of texts as their reading instruction has traditionally been skills driven. Additionally, more recent scholarship has identified increased opportunities for participation and meaning-making when bi/multilingual children discuss literature within linguistically flexible discussion spaces. This case study examines teacher discourse and discussion facilitation that foreground children's emerging exploratory talk and validate their bi/multilingual practices during literature discussions conducted in Spanish in a second-grade maintenance dual language bilingual education classroom within a public school in the Midwest United States. Analysis focuses on teacher and child interactions, including the teacher's uptake of children's ideas and authentic questions, shared authority among teacher and children, and the teacher's use and modeling of bilingual practices, such as external code-switching when recounting brief stories, within the discussion space. Findings demonstrate how teacher facilitation and discourse patterns interact in ways that promote children's emerging exploratory talk within a dialogically organized linguistically flexible discussion space.