language acquisition process that a language minority student goes through when they are acquiring a second language has been largely unexplored

empower the students by developing their critical language skills and facilitate their ability to access the mainstream curriculum.

they were being denied access to equal educational opportunities

the use of labels to categorise particular groups of learners according to perceived learning needs can further marginalise them, affecting their sense of belonging in school and their academic and social identities.

The experiences of learners of English as an additional language transferring from primary to secondary school in England illustrate marginalised positioning assigned by teachers’ perceptions.

The ability to ‘settle in’ to school of street-connected children transitioning (back) into education in Kenya is influenced by their interactions with peers, teachers and the wider community on and after the street.

Children with English as an additional language may need more time settling in. This can be a cause of anxiety for the child.

parents to talk to the child about the setting’s routines at home

noting the child’s spoken vocabulary

require support that is additional to, or different from, that received by children or young people of the same age to ensure they benefit from education

images of the child (for example,child as rational or spiritual being

the child as aspiritual being

spiritualist

child as rational or spiritual being

very personal

The concern that dominates Rousseau’s work is to find a wayof preserving human freedom in a world where human beings areincreasingly dependent on one another for the satisfaction of theirneeds

characterized by the development of organized and rational thinking.

imposing too many restrictions on children’s outdoor risky play hinders their development

Generational trends indicate children’s diminishing engagement in outdoor play is influenced by parental and societal concerns