Abstract
Prior research shows that preliteracy development of children with a hearing loss from homes where English is not the primary language parallels literacy development in children with hearing loss from monolingual homes. Although there are some parallels, there are also some elements that are unique to children from linguistically diverse, bilingual backgrounds. Understanding these commonalities and differences sets the stage to discuss appropriate interventions to develop language and literacy. Literacy-based interventions used with bilingual children who do not have a hearing loss, and/or with bilingual children with additional challenges, are explored for their implications for developing language and literacy in children with hearing loss when the home language is not English.