While a majority of children from diverse language backgrounds benefit from the education on offer in most English-medium international schools, some non-English-speaking children enrolled at a young age can encounter difficulties. In this article background on the growth and development of very young and early primary-age children are reviewed, and consideration is given to the kinds of behaviour which give cause for concern in this context. Suggestions are made for ways in which some potentially disabling experiences might be mitigated or avoided, and areas for research identified.
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