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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. English speaker, bilingual students, heritage language, emergent bilingual, and language-minority students.
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.