Muhammad Basri, Amirullah Abduh, Andi Hudriati
This article discusses the evidence of individual differences among the Indonesian bilingualchildren in their writing and lexical development in Australian primary schools. It employs a longitudinal ethnographic approach collecting data on how the children's levels of bilingual writing and lexical development reflect differences in the approaches they have been exposed to in the school context and their individual differences in age and learning styles. Research result demonstrates that the two Indonesian bilingualchildren in the process of becoming bilingual demonstrate some marked individual differences toward their bilingual writing and lexical development in Australian school context. These differences appear to relate to the types of experience and support the children have in the school and these are impacted on by the attitudes towards the use of L1 of their mainstream classroom teachers. © 2018 Asian E F L Journal Press. All rights reserved.
School of English Education for Doctoral Program at the Graduate Study, Universitas Negeri Makassar, Indonesia; School of English Education, State University of Makassar, Indonesia; School of English Literature, Universitas Muslim Indonesia, Indonesia
