This correlational study examined the relationship between shared language peers' awareness and the expansion of prosocial and behavioral issues in multiple language learners (MLL) from poor socioeconomic backgrounds. The year-end results of 250 Arabic-speaking kids in 65 Preschool classrooms where English was the only teaching language were examined using Pearson's correlation test. Results of the research: Arabic-speaking MLLs' year-end prosocial behavior related to classroom concentration of Arabic speakers. Furthermore, behavioral issues and instructor social emotional support were related strongly. Arabic-speaking children's behavior issues were positively associated with classrooms with stronger instructor social-emotional support. Children with less instructor social-emotional support had more behavioral issues in classes with an Arabian-speaking majority. Practical or policy significance: It is clear from the findings of this study that shared language peers are important in certain classroom circumstances and that their selection of preschool classrooms has consequences for MLL kids
Keywords: Preschool, Prosocial behavior, Behavior issue, Instructors' social emotional support