Elementary school children bring a rich diversity of language to classrooms, a richness that often goes undervalued in educational settings in which teachers feel they must and do emphasize dominant ways of using English. The ways in which teachers interact with children about their language use can influence the linguistic belonging of children from nondominant linguistic backgrounds--their sense of being loved, valued, included, and recognized in positive ways for how they use and understand language. This work addresses connections between dialogic pedagogy and the belonging of multilingual children in two California, English-dominant elementary classrooms. The manuscript centers on the following questions: (1) How did teachers view dialogic instruction and plan dialogically? (2) What did dialogic instruction look like when enacted in these two classrooms? (3) How did dialogic instruction--including professional care and love for multilingual children--relate to the linguistic belonging of multilingual children in these two classrooms? The study concludes that these teachers saw dialogic instruction and the belonging of multilingual children as connected and that they worked hard to find space for dialogic instruction within scripted and district-planned curricula. During dialogic instruction, teachers accepted answers that were not conventionally correct, honored and demonstrated care for students and embraced multiple, diverse ways of expressing answers from their students, including affirming multilingual student language use that did not conform to dominant English standards. Dialogic pedagogy contributed to the belonging of multilingual children in these two classrooms.