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This paper examines literacy engagement of plurilingual students from bilingual programmes. The mixed-methods research was a formative home intervention with Grade 4–6 Extended French and French Immersion students during the summer. The students were reading for pleasure in L1, writing summaries and participating in weekly discussions, which helped to investigate how their first language use impacted literacy engagement in L1 (Russian), L2 (English) and L3 (French). The analysis of the four components of literacy engagement for each language reflected that L1 use in literacy activities not only greatly enhanced literacy engagement in the first language, but it facilitated L2 and L3 literacy engagement. Affective use of L1 influenced cognitive component of literacy engagement in L2 and activity-based component of L3, enhancing overall literacy engagement.
