boys writing in book All students are different. That statement is accepted universally. When we talk about language, though, it is often thought that all students learn language the same way - particularly when it comes to writing. We know that there are some differences that are important to consider, however. some of those were covered in the previous pages, when talking about the processes that students are taught English. But there are other things to consider.

So how ARE multilingual students different from monolingual students when it comes to writing? They:

have a home language and are learning spoken & written English (may be at various levels of English);
are simultaneously acquiring language and composing skills;
may or may not be familiar with the Roman alphabet;
may produce errors that are influenced by their home language(s);
may not have the same background knowledge in both content and instruction as students who speak English at home;
may have little or no experience with writing authentic texts (may have mostly copied from the board or books);
may have little or no experience with peer response; and/or
may have little or no experience with paraphrasing to avoid plagiarism

And this list could continue...

Remember, the demands and expectations for writing increase substantially by grade level! So, it is imperative that we do not delay access to and teaching of print – both reading and writing. Students benefit from immediate exposure to print and the opportunities for developing vocabulary and skills that print provides them.

Keep these differences in mind as you proceed to the next pages of the module. It will help you as you reflect upon the approaches discussed.