The dual purposes of this review are, first, to synthesize the extant research on biliteracy, focusing particularly on children and youths and, second, to clarify key terms and phenomena in this developing field. The review is organized into three areas of research: (1) individual biliteracy development, (2) biliteracy in family and community contexts, and (3) biliteracy in the classroom context. Contributions from these various areas offer multiple possibilities for describing children's development and maintenance of biliteracy while taking into consideration the interdisciplinary and multifaceted nature of research in this area. (Contains 1 table, 1 figure, and 1 note.)