The question of what influences the acquisition of literacy skills in a second language is addressed. A selected review of the literature shows that prior literacy in the native language greatly increases the ability of elementary school aged children to become literate in a second language. The implications for limited English proficient (LEP) students as well as students in immersion programs are highlighted with a final discussion of the political realities and ramifications. It is concluded that the expenditure of funds to foster the English language literacy of LEP learners will have long-range benefits that far outweigh short-term financial gains. Contains 8 references. (Author/LB)