The purpose of the study was to investigate how read-aloud activities and books can constitute a bridge between preschool staff and guardians to support multilingual children's multilingualism. Previous research shows a need for goal-oriented processes of language teaching in preschool (Alstad & Kulbrandstad, 2017). It has also been found that multilingual children do not receive the linguistic challenges they need, and that preschool staff seem to have lower expectations of multilingual children (Björk-Willén, 2022). The theoretical framework is based on Barton's (2007) ecological perspective on literacy and Garcia and Otheguy's (2020) concept of translanguaging. The study adopts a qualitative approach, using the Critical Incident Technique (Flanagan, 1954) as a method for data collection. The data consists of four preschool staff members' written descriptions of critical literacy events when conducting read-alouds for children as well as giving books to guardians. Aspects of confidentiality and informed consent were considered according to the ethical guidelines of the Swedish Research Council (2017). The preschool staff gave their consent for participation, and the written descriptions cannot be linked to any specific context or person. The results show that translingual approaches used by preschool staff, such as pictures, gestures and books, can support children's engagement, curiosity, agency, and participation in read-aloud activities. The study highlights the importance of collaborative activities with guardians where using books in several languages reduces language barriers and facilitates joint engagement and participation in supporting children's multilingualism.