A bilingual child uses two or more languages ​​in his or her daily life (Wiles, cited by Smyth, 2003). Literacy is about more than just the ability to read and write; it also concerns the acquired skills that enable reading and writing. For example, a bilingual child whose mother tongue is Polish learns English and therefore learns to read English. Through its acquisition of literacy, the focus would not be on the language learned but on reading and the cognitive skills required to achieve this (Bialystok, 2002). Krashen (2000) argues that educating children in their first language can facilitate their acquisition of their second language. When educational programs have the following three components, they are successful in educating bilingual learners: subject teaching in the first language, literacy development in the first language, comprehensible introduction to English (Krashen, 2000). Baker (2006) states that in the early development of bilingualism, there are two types: “simultaneous” and “sequential”. The differences between the two lie in the age at which the child is introduced to the second language and the circumstances behind it. Simultaneous bilingualism is when a child learns two languages ​​from birth, at the same time, for example one language from each parent. Sequential bilingualism is where a child learns one language at home, then another (second) language at school, where their first language is not the spoken language. Education Scotland (nd) states that the learning environment in which a bilingual child is taught is very important in promoting literacy acquisition. It should promote their native culture and include resources and materials they recommend...... middle of paper ...... part 8). Somerville MA: Cascadilla Press. Ma, J. (2008). “Reading the word and the world”: how the mind and culture are mediated through the use of bilingual storybooks. Education 3-13: International Journal of Primary, Elementary and Early Childhood Education, 36(3), 237-251. Multilingual Children's Resources Project. (1995). Building bridges: multilingual resources for children. Clevedon: Multilingual Questions. Scottish Government. (nd). Supporting the development of EAL in primary schools. Retrieved from Education Scotland: http://www.educationscotland.gov.uk/supportinglearners/additionalsupportneeds/eal/primary.aspSmyth, G. (2003). Helping bilingual students access the school curriculum. London: David Fulton Publishers. Sneddon, R. (2008). Young bilingual children learning to read with bilingual books. Teaching English: practice and criticism, 7(2), 71-84.