This article deals with the simultaneous acquisition of two scripts, French and Western Armenian, the latter being a diasporic language. The purpose is to define the cognitive behaviour of young beginning reader- writers facing two different alphabetical codes. The study focuses on 15 subjects attending a private Armenian school in France. A comparative analysis of the samples gathered (transverse and longitudinal) from upper kindergarten level to second grade enabled the study of the various aspects of this access to reading and writing in this bilingual context. This reflection allows to make progress in the knowledge of the strategies of the child exposed to biliteracy.