The purpose of this study was to develop a sustainable model in read aloud activities in which literacy events in ECEC settings are performed to support multilingual children's curiosity, engagement, and language development in read aloud activities. Previous research shows that goal-oriented processes of language teaching are needed in ECEC settings (Alstad & Kulbrandstad, 2017). In addition, research indicates (Hofslundsengen et al. 2023) that ECEC teachers tend to choose simpler books when reading to multilingual children. The theoretical framework is based on Bartons’s (2007) ecological perspective of literacy events and Garcia and Otheguy's, (2020) perspective on translanguaging. The study has a qualitative approach, and data constitute four ECEC staff's written descriptions of literacy events when read aloud for multilingual children. The descriptions have additionally served as the foundation for developing the read aloud model as well as the didactic strategies to engage multilingual children in read aloud activities. Ethical considerations of confidentiality and informed consent were considered according to (Swedish Research Council, 2017). The ECEC staff have given their consent for participation, and the documentation cannot be linked to any specific context or person. The result shows that read aloud events include a goal-oriented and translingual practice in which reading aloud and different genres of books, challenge the multilingual children's language development, agency, and engagement. The findings will contribute to the knowledge of ECEC staff´s development of sustainable practices when supporting multilingual children's language development and engagement in read aloud activities.