This article focuses on biliteracy among bi/multilingual students in a Quebec context, particularly those from minority or minoritized language groups. We emphasize the importance of taking into account the biliteracy abilities of allophone students in the teaching practice, especially regarding their effects on the teaching-learning of the language. The interest is to shed light on the understanding that education stakeholders may have biliteracy, particularly those working in a bi/multilingual environment, and to bring out new lines of questioning. First is the question of literacy, a complex and variable concept that is currently undergoing a major conceptual expansion, reflecting a diversity of positions among researchers. We then look at biliteracy, which we consider from the angle of a non-dichotomous concept regarding abilities in bi/pluraliteracy. This very complex concept seems very little mobilized in Quebec. However, it raises important didactical issues, in particular the transfer of knowledge and literacy skills from one language to another, as well as the place occupied by the linguistic and cultural resources of bi/multilingual students in the classroom. In perspective, we briefly explore an operational framework for studying biliteracy in schools.