This paper discusses ways to facilitate the emerging literacy of deaf children by encouraging bilingualism in American Sign Language and English within the context of what is known from research and practice about emerging literacy in hearing and deaf children. This approach focuses on enrichment by the addition of a second language (English) while supporting the primary language (ASL) as the language of instruction. Three broad topics are emphasized: (1) developing metalinguistic awareness of the two languages; (2) shared storybook experiences; and (3) writing development. Other factors, such as the importance of fingerspelling, social interaction, and the use of environmental print are addressed within the three areas of focus. (Contains 58 references.) (DB)