The writing development of 27 first through third graders in an English/Spanish bilingual program was investigated. Samples of the children's writing were collected at four intervals during the school year, coded for computer tallying, and analyzed in terms of code-switching, spelling, punctuation and segmentation, structural features, stylistic devices, and content. In addition, the context in which the writing developed was evaluated by means of classroom observations, teacher interviews, review of the children's family backgrounds, and a survey of the community language situation. The findings provided evidence to counter prevailing myths about the language proficiency of bilinguals, biliteracy, bilingual education, research on writing, literacy and writing instruction, and learning to write. For example, the subjects, all children of migrant workers or settled migrants, demonstrated varied vocabulary, complex syntax, acknowledgement of the reader, knowledge that context constrains form, and movement toward stylistic sophistication in their writing. In a discussion of implications, the concept of a whole language approach to writing instruction is supported, in which authentic and functional texts are offered to and produced by children. (RW)