In early childhood education and care, many young children use different languages in their daily lives. Early childhood educators are facing challenges in their way of promoting educational language as well as children's multilingualism. This symposium brings together studies from a Nordic perspective in which ECEC teachers´ practices of semiotic landscapes, literacy events, and collegial reflections are in focus for sustainable co-construct knowledge and development of ECEC setting in order to support multilingual children´s language development.