The distinctive features of narratives told by Asians, particularly Japanese, who are non-native speakers of English and residing in the United States are analyzed. Focus is on the narrative structure produced and the communication problems occurring due to cultural traits, particularly as they differ from North American norms. Educational and sociocultural issues surrounding multicultural literacy programs as they concern Asian "voluntary minorities." Specific Asian cultural traits that affect classroom communication and participation are noted. Two approaches to multicultural literacy education, additive and social interaction, are described and their advantages outlined. A study of Japanese narrative types, based on data gathered in one community's schools, is then presented. Results are drawn from an analysis of oral and written narratives by native Japanese-speaking children, produced in interviews or in class. Instructional recommendations for teachers of Asian children, based on the additive and social interaction approaches to literacy instruction, are offered. These recommendations address communication, social, cultural, and pedagogical issues specific to this population. Contains 90 references. (MSE)