Abstract
The purpose of this study is to review the basic findings on the development of Culturally and Linguistically Diverse Children/Students (CLD) growing up in multilingual environments in Japan and to identify the issues. Firstly, the literature on linguistics, developmental psychology and the education of foreign children has shown that CLD children have a long-lasting language development process and internal structure of language competence related to the acquisition of a second language and to the academic language. It also indicates a cautious attitude towards seeing language delays and poor learning in children with CLD as delays or disabilities.
Secondly, an overview of the assessment of CLD children's learning difficulties and problematic behavior revealed that the following are required: (1) assessment of intellectual development in multiple languages; (2) assessment of language development; (3) assessment of developmental disabilities; (4) observation of CLD children's behavior, and (5) interviews with parents. These findings suggest that it is useful to conduct a multifaceted and accurate assessment of the condition of CLD children according to their characteristics
and support needs. Finally, the dissemination of language and developmental knowledge of children with CLDs, the assessment in a broader sense to be carried out in schools, and the cognitions and stereotypes of supporters are discussed.
https://ror.org/03g267s60 
