Different views of the purposes of literacy are among the factors that influence success rates of students from different backgrounds. Research involving non-mainstream English proficient children is useful in understanding the adjustment of students with limited or no English proficiency. Although previous experience with literacy is an important variable in teaching literacy in English, literacy teaching does not necessarily depend on mastery of the spoken language in which the student is becoming literate. Because of the mismatch between teacher expectations and child behavior that may occur both when the teacher and child share a native language or when their native languages differ, educational programs must accommodate to the cultural influences children bring to the classroom. Writing needs to be approached as both a vehicle of personal expression and as a way for students to develop editing skills, thereby promoting a more general awareness of language and helping to lessen some of the discrepancies between teacher and student expectations. Both spoken and written language skills may be advanced by dividing students into small groups in which peer-tutoring is a continuous practice. Culturally appropriate small group activities and teaching technigues are presented in the appendix. (JK)