Abstract
This article discusses the many facets of bilingual learning in multilingual and multicultural environments. It describes the different models of bilingual education in public schools, and how bilingual language acquisition can occur in homes, neighborhoods, and community-based heritage-language programs. The article also examines theoretical models and practical techniques for developing biliteracy. Language transfer, codeswitching, and cognitive development in bilingual individuals are discussed to challenge misconceptions about bilingual learning and show how the research in these areas supports the idea that the acquisition of bilingualism in individuals is helpful for their overall personal and academic growth.