An ethnographic study analyzed and compared children's participation in book reading activities with their participation in other types of literacy activities. Subjects, 15 bilingual children who were enrolled in a multilingual, multicultural preschool program where English was the common language, were encouraged to maintain their native languages through the presence of native-language tapes, books, and activities. Data included classroom field notes, videotapes, and teacher plans recorded and/or collected over one semester. Results indicated that: (1) the children were not very attentive during the book reading in English that occurred during whole group time; (2) the only children that were being read to in their native languages were the Chinese and Russian children; and (3) the children were actively engaged in other literacy activities, and activities that were not formally designed as literacy activities. Findings underscore the importance of creating opportunities for bilingual children's engagement with print in ways other than English book reading. Children in this classroom with its emphasis on multilingualism demonstrated an emerging awareness of different languages, different conventions of print, and different concepts about print. (Contains 12 references.) (RS)