With recent education policies emphasizing standardized testing in K–12 schools, researchers and practitioners have paid great attention to the development of academic language and literacy for school‐aged children. Despite the significant role of academic writing in school, many adolescent English language learners (ELLs) in an English‐medium educational context have limited exposure to academic writing instruction in their English as a second language (ESL) classes and are unprepared for the academic literacy demands required in their content area classrooms. In addition, they tend to face unique challenges of learning academic writing in English. Given this context, it is important to explore adolescent multilingual writers and their writing practice and to provide pedagogical implications that teachers of adolescent multilingual students can integrate into their writing instruction.