Emergent Bilingual Students with comparatively limited English Language Proficiency returning to school after the pandemic when they may not have had the resources needed to engage meaningfully with the virtual learning environment will need intentional support. Although the notion of a student’s inclusion in a bilingual classroom often has the connotation of the student being behind, bilingual classrooms are likely to have enormous benefits for students in the COVID-19 recovery context. Given that parents may elect whether or not their children participate in a bilingual classroom if they qualify, to ensure these students are supported from the start (see recommendation), schools need to be offering parents and families accurate information on the benefits of bilingual instruction and early language support so that they can make informed decisions. With the knowledge that young learners develop language skills in the context of their relationships, schools also need to work to engage families in bilingual instruction throughout the year.