those delivered by literacy and numeracy curricula, which following advancement of technology have extended from being preserved in the classroom setting to being part of everyday discourse. Literacy and numeracy have been attributed to practical application of knowledge and skills for tasks that are undertaken everyday and for effective participation in places of work and in civic life, though their destinations are not clear. ESOL therefore is mainly delivered to adults studying in adult communities, in order to improve their written reading and spoken English skills. ESOL, numeracy and literacy share a number of established features, which include methods and tools for assessment of skills standards and subjects, and a national assessment system. This assessment is important and provides an access to other subjects in the curriculum, as well as providing a wide social context participation. Criticisms are focused on the narrow scope in terms of its methods of testing and curriculum. Therefore, like in any language, there are four basic skills in ESOL, which are classified into two, productive and receptive skills. Reading is a receptive skill and will be discussed in relation to ESOL (Spratt et al 2006).
According to Davies, and Pearse (2000), any teaching process involves understanding how the students learn, and from the cognitive to the behaviorist view, it can be generalized that teaching provides students with a chance of connecting with the teacher’s content, a way through which the teacher gets to know the conceptions and what the students have learned through tests. The teacher is able to support the understanding of the students also using various concepts such as using charts to make the knowledge structure clear and can use other learning strategies that are cooperative to improve the social aspect. Teaching can also incorporate learning that is based on problems to familiarize the learning environment to the real world. An ESOL lesson therefore ...Show more