Reports on ethnographic research that explores the range of ways in which Spanish-English bilingual immigrant youth interpret English language texts for their families. Focuses on interpretations of written text for close family members, done at home, and charts the domains of these multiple literacies. Argues that bilingual youth's experiences as cross-language "para-phrasers" can support the within-language paraphrasing that is an important part of school literacy practices. (SG)