An '''English-language learner''' (often capitalized as '''English-Language Learner''' or abbreviated to '''ELL''')—an individual instead called by some [[Education in the United States|educational]] [[advocacy|advocates]] in the [[United States]] oran '''emergent bilingual'''<ref>{{cite web|title=From English Language Learners to Emergent Bilinguals|author=García, Ofelia; Kleifgen, Jo Anne; Falchi, Lorraine|publisher=Campaign for Educational Equity|year=2008|url= http://www.equitycampaign.org/i/a/document/6468_Ofelia_ELL__Final.pdf}}</ref>—is a person who is learning the [[English language]] in addition to their [[native language]]. This can refer to any learners of [[English as a foreign or second language]], but more often the term is used to refer to learners of English as a [[second language]] in mainstream [[school]]s where English is the language of instruction. The instruction and [[Educational assessment|assessment]] of students, their [[cultural background]], and the attitudes of classroom [[teacher]]s 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.
