Two programs in which biliteracy is being actively developed among immigrant groups are examined within the framework of nine continua of biliteracy. One program is an adult English-as-a-Second-Language (ESL) class for Cambodian refugee women, taught by a young Cambodian woman. It is assumed that the teacher and students, as members of an urban Cambodian refugee community, share norms of behavior, language use, and education. The second program served Puerto Rican adolescents in parallel Spanish- and English-medium Graduate Equivalency Diploma (GED) classes. The nine continua on which the program analyses are based include: (1) first-to-second-language transfer; (2) reception/production; (3) oral/written language; (4) similar/dissimilar linguistic constructions; (5) convergent/divergent scripts; (6) simultaneous/successive exposure; (7) micro/macro setting; (8) oral/literate; and (9) monolingual/bilingual. It is concluded that in the Cambodian ESL class, a cognitive-skills approach to literacy coexists comfortably with a cultural-practice approach characterized by student-initiated, teacher-supported social learning strategies. The Puerto Rican GED program approaches literacy as a cognitive skill embedded as cultural practice. A brief bibliography is included. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)