Children with a migration background already have lower language competencies when they enter preschool than children without, which has an impact on their further language development as well as their acquisition of written language and their further educational biography. The early identification and support of children with special language support needs is of great importance in view of the existing educational inequalities. Likewise, the high number of migrant children in Europe illustrates the need to evaluate and identify factors that have a positive impact on second language acquisition. The present systematic literature review evaluated which types of language support exist, which factors have an influence on it, how the measures influence the language acquisition of children with a migration background, as well as the relationship between language support measures and participation in school. Five databases were extensively searched for available literature, and eight studies were selected that met predefined inclusion criteria. Based on the bio-ecological model of human development by Uri Bronfenbrenner and the Family of Participation-Related Constructs (fPCR) framework, several influencing factors in different systems were identified. Age, quality and quantity of the measures, as well as the commitment and approach of the teachers, are shown to be key factors for successful language support. However, the effectiveness of additive support measures has not yet been proven. In addition, there are adequate instruments for the diagnosis of a special language support need by the pedagogical staff. Consequently, factors were discussed in which way language support has to be changed in order to narrow the language gap between children with a migration background and their classmates. Limitations, practical implications and future research were also presented.