In the past decade, literacy in second language has emerged as one of the most significant and intriguing topics of inquiry into language processes, human knowledge, cultural practices, and educational policy. Whereas earlier inquiry, theories and policies had often considered literacy and bilingualism as quite different issues, research in recent years has emphasized their interdependence psychologically as well as their combined importance and variable manifestations in many key domains of schooling, work and everyday life. This volume brings together eleven major empirical studies of bilingual performance in reading and writing. The studies have all appeared over the past five years in separate issues of Language Learning and as such represent not only the best of recent, published research on this topic, but also they provide a single resource suitable for advanced study in graduate seminars or teacher education as well as a key reference for future inquiry.