A discussion of literacy in bilingual and multilingual communities, particularly those with heavy concentrations of limited-English-proficient individuals, focuses on the role of the family in literacy education efforts. First, the diversity of such communities is examined, noting that linguistic/cultural, educational, rural/urban, and religious factors provide the populations with varied experiences and backgrounds. The primary areas of commonality appear to be the use of survival strategies (use of kin resources, creation of new kinship bonds, development of community organizations, sharing of resources), desire for communication skills, and the conflicted relationship between power and parental authority. Some governmental and private family literacy initiatives are described, and promising directions and elements are highlighted. These include broad conceptualization of family literacy, collaboration, placing of value on both traditional and new culture, and continual inquiry into new possibilities. Some preliminary recommendations for public policy formation are made, including providing assistance to existing age-segregated educational programs, working within the existing family literacy infrastructure to create intergenerational programming, and creating demonstration projects as laboratories for innovative practices. A 42-item bibliography is included. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)