Children who speak different home languages and dialects in a monolingual classroom often carry the challenge of having to develop literacy in a different language. This article presents a qualitative study of five first graders who speak different home languages in an inner city mainstream English classroom. Through interviews, classroom writing, field notes, and recorded classroom interaction, I present findings that indicate that writing in mainstream English can be problematic cognitively and emotionally for these children. I also offer some ways to foster an intercultural space for these children in a monolingual classroom and help find a way of validating diverse students' language and culture. (Contains 7 tables.)