English-language learner

An English language learner (often capitalized as English Language Learner or abbreviated to ELL) is a person who is learning the English language in addition to his or her native language. The instruction and assessment of students, their cultural background, and the attitudes of classroom teachers towards ELLs have all been found to be factors in ELL student achievement. Some ways that have been suggested to assist ELLs include bringing their home cultures into the classroom, involving them in language-appropriate content-area instruction from the beginning, and by integrating literature into the learning program. Some educational advocates, especially in the United States, prefer for a student learning any second language the term emergent bilingual.

Various terms are used to refer to students who are not proficient in English, such as English Language Learner (ELLs), English learner, limited English proficient (LEP), non-native English speaker, bilingual students, heritage language, emergent bilingual, and language-minority students. "English Language Learner" was first used by Mark LaCelle-Peterson and Charlene Rivera in 1994 (LaCelle Peterson and Rivera, 1984). Even though English language learner is a better term than others, it causes controversy. Native English speakers are also English language learners. Native English-speaking students also learn about new vocabulary. Language minority students is also commonly used to describe this population. But according to Wright, "There is some concern about the use of the term minority because, in increasing numbers of schools and communities across the United States, the majority of students are speakers of 'minority' languages." The legal term that is used in federal legislation is limited English proficient.

There are various issues within a classroom that contains a considerable number of ESL students (English as a second language), causing a strong need for additional support, programs, and services. Oftentimes, the issues arrive because of differences amongst the students, teachers, and other peers within the school who are culturally and linguistically diverse. ESL students are often expected to do the same work as all the other students, which causes frustration, low self-esteem, anxiety, and eventually leads to behavioral problems. Teachers must realize that not every student learns the same and that not all students have received the appropriate schooling to perform at the same level as their counterparts. If teachers become culturally aware and actually get to know their students and the world they come from it becomes easier for the teacher to develop a relationship with the student, gain the student's respect, and ultimately spend more time on the instructional framework opposed to constantly correcting students behavior. In 2010–2011 the U.S. Department of Education gathered data making aware that nearly half of the states graduated less than 60 percent of ESL students. However slightly, the achievement gap is progressively decreasing between their white counterparts as more minorities are taking a hold of high school diplomas. If teachers genuinely care for each of their ESL students and it becomes apparent to the students through their lessons, 1 to 1 interactions, etc., graduations rates are going to continue to increase while dropout rates substantially will decrease. Four critical issues that are found in today's classrooms, but are not limited to, are the following: instruction, assessments, culture within the classroom, and teacher's attitudes.

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