Abstract
The article examines the influence of bilingualism on the process of acquiring literacy. Differences in literacy acquisition in children with early and late bilingualism, the role of the context of language use, and the quality of instruction are analyzed. Particular attention is paid to the influence of environmental support and methodological aspects of teaching bilingual children to read and write. The article highlights the complexity and complexity of this process, highlighting both the potential difficulties and cognitive benefits associated with bilingualism. In conclusion, it is concluded that it is necessary to take into account the characteristics of bilingual development when developing methods for teaching literacy.