This work analyses the differences in literacy within multicultural classrooms. Given the demands of today’s societies, marginalisation and social exclusion are reinforced by the lack of reading and writer strategies and this reality, which is typical of many schools in Argentina, is evident in the city and province of Buenos Aires. The work we present is the result of surveys administered to teachers from institutes between June and September 2004 in the Province of Buenos Aires, as part of the tasks of participating in the coordination of the Programme Situation and Perspectives in Education (state of play and teaching practice in the disciplines) Area Langugua and Literature, proposed by the Directorate of Higher Education, corresponding to the Directorate-General for Culture and Education of the Government of the Province. Faculty of Humanities and Education Sciences