Since the 1990s the inclusion of additional languages in primary and kindergarten curricula has become the norm in many jurisdictions globally. Too frequently however, only limited attention has been paid to the satisfactory preparation of schools, teachers, families and the wider community in accommodating this major reform to school curricula. Substantially more research is now needed to call attention to continuing weaknesses in the system which need to be addressed if young children are to fully benefit from the rich linguistic and cultural learning that additional languages may offer. In this volume of the AILA Review, we include seven papers from diverse global contexts to interrogate questions related to pedagogy, the learner and teacher expertise. Our final paper reflects on the challenges presented by these changes in the ecological systems of early foreign and second language learning environments, inviting readers to seek out new understandings of the opportunities they may offer.