This study examined how existing literacy practices in native language and English affect the ways parents manage their own lives and support emergent literacy in their children. Participating in the study were non-English speaking parents of successive cohorts of children attending a preschool in Arlington, Virginia. Data collection methods included focus group and individual telephone interviews with parents (mostly mothers) regarding family literacy practices in Spanish and English. Findings revealed complex differences in literacy practices among and within families, with the typical family having mothers who had some literacy in their native language and fathers with at least minimal English literacy. Parents, especially mothers, were very aware of the consequences of their not having fluency in English, including power relations within families, ability to support children's literacy, mothers' employment opportunities, and ability to interact in the larger society. Some families support the developing literacy of their children in ways that schools may not recognize, such as reading to their children in another language. Mothers expressed the desire and intention to learn English, with a number registered for English classes offered through the preschool parent support program. (Contains 17 references.) (KB)