This classroom-based experimental study examined the effect of differential feedback (corrections, commentaries, and a combination of the two) on the journal writing accuracy of minority- and majority-language students being educated in the same classrooms. Journal writing samples were collected from 112 students (46 minority-language and 66 majority-language) over a period of four months in four Grade 5 classrooms where the language of instruction is French. The two student groups were randomly assigned to feedback conditions, and feedback to writing was provided weekly. Extensive classroom observations were carried out with the aim of determining the pedagogical orientation of the French language arts lessons; individual interviews were conducted to tap the extent to which students attended to their feedback. For both student groups, results indicate no significant difference in accuracy due to feedback conditions. Outcomes are discussed in light of students' attentiveness to feedback and the pedagogical context of the study.