This study explores the way in which bilingual children of primary school age who have become dominant in English are learning to be literate in the language of the home using dual language books provided by the school. It reports on how the mothers and their children used both texts to transfer skills from one language to another; to negotiate meaning in both languages; to compare reading strategies and how these vary depending on the language learned (Albanian, Turkish, French and Urdu). The study highlights the positive impact on children's confidence, on their personal identity as bilinguals in a multicultural British society, on their achievement in English literacy as well as the involvement of their parents in their schools. The study identifies the crucial role of the teacher and the school in providing a positive ethos in the classroom, and support and resources for parents.