J. Khanjani

Payame Noor University (IRAN)
Present study aimed to investigate writing abilities and knowledge of bilingual students in elementary schools based on the view of different variables including the gender, class level, culture and the effect of them on their problems and weakness in writing. In doing so, 600 compositions from elementary schools text books published by ministry of education were analyzed in order to examine if bilingual students have faced with some educational, emotional, social and cultural problems because of multilingualism. Four types of writing including descriptive, letter writing, story and dairy writing were chosen and analyzed. From data analysis via a t-test calculation and x2, it became clear that bilingualism as well as the gender and parents' education are effective on students' writing skills (sentence making and writing composition). The result of analysis suggest that the first language knowledge will ease the problems of second language acquisition.