IN THIS article we report on ethnographic research that explores the range of ways in which Spanish-English bilingual immigrant youth interpret English language texts for their families. Drawing on participant observation in the homes and classrooms of 18 young adolescents who serve as interpreters for their families, 86 transcripts of these interpreters' oral Spanish translations of English texts, and 95 journal entries written by the youth about their translating experiences, we document the multiple literacies of daily life that youth engage in while translating or "para-phrasing" for their families. We focus on interpretations of written text for close family members, done at home, and chart the domains of these multiple literacies. Using an activity setting/interactional analysis, we then examine how two home "para-phrasing" events unfold and contrast these with activity settings for literacy learning in school. This largely unexplored literacy practice is a common one in immigrant households, and we argue that bilingual youth's experiences as cross-language "para-phrasers" can be used to support the within-language paraphrasing that is an important part of school literacy practices. © 2003 International Reading Association.

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