In this paper we explore the relationship between language acquisition, and the construction of a symbolic world. According to Bowers (1989) language is a collection of patterns regulating social life. This conception is close to that of Symbolic Interactionists (Charon, 1989) who see society as made up of interacting individuals who are symbol users. According to Shapiro (1977), learning different languages and cultures influences cognitive processes by exposing individuals to different values, beliefs and demands. How does this affect literacy in the schooling of immigrant children? There are two basic responses to this question. One response is that of Ferdman (1990) who sees the educational system as an equalizer that should help children in integration and adaptation to the major culture. Another response is the retentionalist position which aims to preserve the language and the culture of newcomers. Although, full participation in life is only possible with the acquisition of the language of the majority in which children live, it is very important to provide the possibility of learning the heritage language. This would help children to harmonize their symbolic world built out of internal and external symbols.