This chapter provides a starting point for reflecting on what is important to understand second language (L2) or foreign language (FL) literacy instruction for Chinese speakers. The field of FL/L2 literacy is interdisciplinary in nature and is informed by research covering the fields of second language acquisition, reading research, writing research, bilingual processing, sociocultural factors, language assessment, critical language pedagogies, social semiotics, and language policies. With a focus on current innovative practices, this chapter conceptualizes English FL/L2 literacy development in primary, secondary, and higher education contexts and juxtaposes the similarities and differences in English FL/L2 literacy instruction in mainland China, Hong Kong, Macau, and Taiwan.