The paper aims for a non-utilitarian view on language competencies by combining linguistic research with ideas of social justice. According to interdisciplinary justice-based frameworks, such as the Capability Approach, literacy is considered as a precondition for increased life quality options. Using the example of narrative skills of mono- and multilingual preschoolers from different socioeconomic backgrounds, the presentation focuses not only on achieved language functionings, but also on the children´s capabilities to acquire domains of early literacy in the family by providing rich information on language practices in families. Based on empirical findings, mechanisms restricting or expanding children’s capabilities will be highlighted and related to their narrative abilities. Thus, the paper aims to demonstrate in which way language learning contexts in families can hinder or support social justice and realize equal educational opportunities already in preschool age. Thus, this research can be used by policies in supporting children from capability-poor families. Accordingly, compensatory options of preschool language promotion and family literacy initiatives shall be discussed.