Considers effect of language distance--how distant the language is from English--on attainment of English language literacy, as measured by performance on an Australian English-as-a-Second-Language end-of-school examination for non-English speaking background students, who also sat for another examination in their first language. Study concludes that while language distance exists, it cannot be separated clearly enough from other variables to allow firm pedagogical implications to be drawn. (Author/VL)