The current work follows the premise that fictional oral narratives represent socio-emotionally and academically relevant communicative practices. Two studies are presented, aiming to (1) analyze the narrative skills of preschool-age Turkish-German dual language learners (DLLs) and (2) explore a peer-assisted approach to supporting DLLs’ narrative skills in early childhood education and care. The findings relate to the influence of dual language learning on narrative production and provide emerging evidence for the effectiveness of a peer-assisted narrative intervention approach. Contents Fictional Narratives in DLLs – Collection, Analysis, and State of Research The Developmental Continuum of Narrative Skills The Role of Peers in Language Acquisition and a Conceptualization of Peer-Assisted Learning Target Groups Researchers, students/ lecturers in the areas of (Second) Language Acquisition, Pedagogy, and Education, Communication Sciences and Disorders, (Psycho-)linguistics, Early Childhood Education Practitioners in above mentioned fields The Author Dr. Ulla Licandro works at the Institute of Special Education, Department of Speech and Language Pedagogy and Therapy at Leibniz University Hannover. In research and teaching, she focuses on first and second language acquisition including language impairment as well as peer interactions in early childhood education and care.