This study uses ethnographic tools to document the multiple literacy practices of two Mayan families living in a rural community in Yucatan, Mexico. It explores how young emergent bilingual children make sense of written language through their everyday practices. Data includes field notes from participants observations, video and audio recordings and literacy samples collected during fieldwork. The literacy events extracted from the data were analyzed in terms of the communicative function written language serves, the use of linguistic resources, and particular ways of socialization within literacy events. The findings of this study challenge public discourses which define marginalized children and their families as deficient. Literacy is part of the everyday life activities of minoritiezed families and these experiences provide their children with vast amounts of literacy knowledge. Through the two case studies presented, we document how different language and literacy practices shape children's different pathways to bilingualism and biliteracy.