The following study is part of a larger community-based project that began in 2007 to document Halq'eme'ylem language and cultural transmission among Elders, family members, and teachers in the Sto':lo First Nation located in Chilliwack, British Columbia, Canada (MacDonald et al., 2010; MacDonald et al., 2011). Within the larger project, this article focuses on Halq'eme'ylem language and literacy transmission and the ways that literacy practices, including the creation of a Halq'eme'ylem orthography, and theories of school-based second language acquisition have influenced language revitalization within a British Columbia Aboriginal Head Start program. Using ethnographic methods and grounded theory, findings illustrate how a lack of teacher fluency has influenced the transmission of Halq'eme'ylem by creating the need to rely on a unique bi-/multiliteracy base where environmental print, translated names, translated songs, and interactive text-based computer games are used to support Halq'eme'ylem language development among parents and teachers who are jointly and concurrently learning and teaching their ancestral language. The study is anchored in a critical perspective on multilingualism (Creese & Blackledge, 2010) that moves away from ideologized beliefs that linguistic systems should be strictly separated, including within second language classrooms (Cummins, 2008; Lu di, 2003; Lu di & Py, 2009; Moore & Gajo, 2009; Swain & Lapkin, 2005). (author abstract)