A bilingual child uses two or more languages ​​in everyday life (Wiles, cited by Smyth, 2003). The acquisition of literacy is much more than being able to read and write, it is also about the skills acquired that enable one to read and write. For example, a bilingual child whose native language is Polish is learning English and therefore learning to read English. Through the acquisition of literacy, the focus would not be on the language learned but on reading and the cognitive skills needed to do so (Bialystok, 2002). Krashen (2000) argues that educating children in their first language can help them in the acquisition of their second language. When educational programs have the following three components, they are successful in educating bilingual students: subject matter instruction in the first language, literacy development in the first language, and comprehensible input in English (Krashen, 2000). Baker (2006) states that early in the development of bilingualism there are two types: 'simultaneous' and 'sequential'. The differences between the two are the age at which the child is introduced to the second language and the circumstances behind it. Simultaneous bilingualism occurs when a child learns two languages ​​at the same time from birth, such as one language from each parent. Sequential bilingualism occurs when a child learns one language at home and then learns another (second) language at school, where the language spoken at home is not the spoken language. Education Scotland, (Scottish Government) (nd) states that the learning environment in which to teach a bilingual child is very important in promoting the acquisition of literacy. It should promote their home culture and include resources and materials that they recognize… middle of paper… part 8). Somerville MA: Cascadilla Press.Ma, J. (2008). “Reading the word and the world”: How mind and culture are mediated through the use of bilingual storybooks. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 36(3), 237-251. Multilingual Resources for Children Project. (1995). Building Bridges: Multilingual Resources for Children. Clevedon: Multilingual Issues. Scottish Government. (n.d.). Support the development of EAL in primary schools. Retrieved from Education Scotland: http://www.educationscotland.gov.uk/supportinglearners/additionalsupportneeds/eal/primary.aspSmyth, G. (2003). Help bilingual students access the curriculum. London: David Fulton Publishers.Sneddon, R. (2008). Young bilingual children learning to read with dual language books. Teaching English: Practice and Critique, 7(2), 71-84.