Worldwide, children in Early Childhood Education and Care (ECEC) institutions differ in terms of age, gender, family background, and developmental conditions. Consequently, these children have different language competencies and needs for language support. This interdisciplinary symposium addresses dimensions of individual language support in heterogeneous groups. It consists of four papers from three different countries that deal with the question of how ECEC institutions can individually support children in their language development. Three papers focus on the role of ECEC professionals and which strategies they can use, while one paper addresses the role of peers in ECEC language acquisition. The four papers share a common interest in bookreading situations, which are prototypical language support situations in ECEC. While some papers present results of interventions, others discuss approaches how to measure the individual adaptation of language support. Implications for pedagogical practice and further research will be addressed in all presentations and the discussion.