Background/Purpose: There has been growing attention to studying emotion development in young children to promote academic success (Eisenberg et al., 2005), yet little is known about emotion language skills in bilingual children learning two languages and growing up in two cultural contexts (home and school). Emotion language skills, including our understanding and expression of emotion words (happy, sad), emerge from our culture- and language-specific experiences within a sociocultural context (Tsai, 2007). Unlike monolinguals, sequential bilingual children learn emotion words in a home language that is different from English and in a sociocultural context that is different from the mainstream school setting. Bilingual children's proficiency in each language varies, depending on when, where, how often, and with whom they are exposed to each language. Accordingly, their dual language profile may shape their emotion language skills. This research sought to examine emotion language skills and language skills in bilingual bicultural children in both languages. Method: 5-year-old Cantonese-English sequential bilingual children who are exposed to Cantonese (L1) at home since birth and learned English (L2) in preschool participated in this research. Two studies examined two populations of bilingual children: 1) typically developing children (n = 36) and 2) children at-risk for a language impairment (LI) (n = 3). For both studies, we examined emotion comprehension and production skills using emotion labelling tasks, emotion-elicited story-retell tasks, and emotion coding procedures in L1 and L2. Children's vocabulary and grammar skills in each language were measured using a bilingual vocabulary test and language sample analyses from the story retell task. Parents completed a Chinese parent questionnaire to collect information on demographic, language background, and emotion language experiences in the home. Result: For Study 1, regression analysis revealed that expressive vocabulary skills in English predict children's emotion comprehension skills in English. For Study 2, results revealed different possible outcomes in the dual emotion language profiles for bilingual children at-risk for LI. Results from the parent questionnaire also showed different patterns between children at-risk for LI and their typically developing peers. Conclusion: Findings suggest that emotion language skills in each language may vary along with the child's dual language skills and suggest further research examining emotion language development over time as language proficiency changes. This study has implications in developing more culturally-linguistically appropriate socioemotional educational curricula. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]