In this ethnographic inquiry, I examine how a selected group of Chinese immigrant children in Montreal, Quebec negotiate literacy practices in three languages, Chinese, English and French. I collected data between 1998--2002 through participant observations in different socio-cultural-linguistic contexts that include a Chinese Heritage Language school and the students' home domains. Data sources also include interviews, classroom discourses, field-notes and the students' written texts in the three languages. I draw on Vygotskian socio-cultural theory as an overarching framework to conceptualize my understanding of Chinese immigrant children's triliterate actions. I use Wertsch's concept of "mediational means", Bakhtin's notions of "utterance, voice, dialogicality" and Ivanic's theory of "writing and identity" to present portraits that illustrate the complex relationships among the children's contexts, agency, cultural positionings and uses of literacy as mediational means. I examine the children's perceptions of their multiple school experiences, their school and language affiliations and identity. Lightfoot's concept of "portraiture" is a useful methodology to illustrate how multilingual children present and negotiate their life worlds in the three languages and spaces---from home to school and from heritage language school to formal public school. The reflective understandings that emerge from this inquiry are integrated within the contexts of the historical role of Confucianism and the characteristics of the written Chinese language. The results of my inquiry suggest that multilingual children's literate actions are interwoven with issues of agency, access, choice, identity, power and status in different contexts. Results further indicate that maintenance of a heritage language in its written form is possible when children receive appropriate parental support and guidance and have access to literacy materials. The development of multili

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