This paper discusses the concept of 'cultural cross‐currents,' their implicit nature and the potential they have to effect second language literacy learning, teaching and curriculum reform in Hong Kong primary classrooms. Despite the substantive implications for learning, the exploration of cultural influences upon teacher and student thinking and the resultant educational consequences, remains a largely unrecognized area. The central argument in the paper is that cultural differences in attitudes, beliefs and values of cultural groups toward the way first and second languages are acquired needs to be made explicit in order to facilitate second language literacy teaching and learning. [Copyright of Intercultural Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/14675980600693947]
