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Characteristics: Adult ESL Literacy Learners is a diverse group of adult newcomers who require English language instruction and literacy development.

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Characteristics: Adult ESL Literacy Learners is a diverse group of adult newcomers who require English language instruction and literacy development.

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Characteristic: They may lack formal education and may be pre-literate, non-literate, or semi-literate.

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Characteristic: They may lack formal education and may be pre-literate, non-literate, or semi-literate.

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Strengths: Adult ESL Literacy Learners have a great deal of life experience that can be used to understand text meaning and relevance.

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Strengths: Adult ESL Literacy Learners have a great deal of life experience that can be used to understand text meaning and relevance.

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Challenge: They face the challenge of working on both language and literacy simultaneously. 

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Challenge: They face the challenge of working on both language and literacy simultaneously. 

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Challenge: They have insufficient exposure to literacy concepts in their first language and lack transferable knowledge and strategies related to literacy.

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Challenge: They have insufficient exposure to literacy concepts in their first language and lack transferable knowledge and strategies related to literacy.

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Addressing Needs: They need considerable support, instruction, and guided practice in acquiring and applying literacy skills and strategies.

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Addressing Needs: They need considerable support, instruction, and guided practice in acquiring and applying literacy skills and strategies.

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ESL Literacy learners require specialized, explicit instruction and ongoing support to address both their language and their literacy needs. These objectives are best accomplished in separate classes devoted to ESL Literacy.

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Addressing Needs: Instructors should motivate and engage learners by choosing themes that link classroom experiences to learners’ lives.

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Addressing Needs: Instructors should motivate and engage learners by choosing themes that link classroom experiences to learners’ lives.

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Instructors should use learners’ experiences and strengths by encouraging them to talk about their ideas, background knowledge, and experiences.

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Addressing Needs: An interactive instructional approach, referred to as "whole-part-whole," is often used. This involves presenting an authentic task, breaking it down into parts, working on the parts systematically, and then returning to the whole task.

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Addressing Needs: An interactive instructional approach, referred to as "whole-part-whole," is often used. This involves presenting an authentic task, breaking it down into parts, working on the parts systematically, and then returning to the whole task.

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Numeracy, digital literacy, and sociocultural knowledge all enhance ESL literacy development, supporting the development of reading and writing skills. 

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Numeracy, digital literacy, and sociocultural knowledge all enhance ESL literacy development, supporting the development of reading and writing skills. 

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Incorporating Numeracy, Digital Literacy, and Sociocultural Knowledge: Numeracy development is distinct from writing development, and learners at the Foundation Level of writing will have diverse numeracy experiences and skills. 

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Incorporating Numeracy, Digital Literacy, and Sociocultural Knowledge: Numeracy development is distinct from writing development, and learners at the Foundation Level of writing will have diverse numeracy experiences and skills. 

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Very simple concrete numeracy concepts may support writing at this level. Support numeracy learning with familiar, relevant real objects, first-language counting, and number recognition.

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Characteristics of Adult ESL Literacy Learners

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Characteristics of Adult ESL Literacy Learners

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- Often have little or no formal education and may be learning to read and write for the first time while also learning English.

- May be pre-literate, non-literate, or semi-literate depending on their background.

-Tend to come from oral cultures or have disrupted educational histories due to war, poverty, or displacement.

-Learn best through hands-on, experiential activities and need concrete, relevant learning contexts.

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-Bring rich life experiences, oral language strengths, and practical skills (e.g., cooking, sewing, childcare, mechanical work).

-Demonstrate resilience, survival skills, and perseverance.

-Can use oral vocabulary and community knowledge to build literacy if appropriately supported.

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Challenges of Adult ESL Literacy Learners

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Challenges of Adult ESL Literacy Learners

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-May lack confidence, formal learning strategies, or familiarity with classroom environments.

-Face external barriers such as childcare, health issues, or transportation.

-May struggle with trauma, stress, or feelings of inadequacy.

-Need longer to progress than literate learners because they’re learning both language and literacy together.

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Addressing the Needs of Adult ESL Literacy Learners

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Addressing the Needs of Adult ESL Literacy Learners

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-Use a “whole-part-whole” instructional approach: start with a meaningful task, break it into parts, then return to the whole.

-Focus on oral communication, relevant themes, and tasks tied to real-life contexts.

-Provide a supportive, safe classroom environment that encourages risk-taking and collaborative learning.

-Incorporate learners’ backgrounds, strengths, and experiences into lessons.

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Importance of Numeracy, Digital Literacy, and Sociocultural Knowledge

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Importance of Numeracy, Digital Literacy, and Sociocultural Knowledge

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1.Numeracy: Needed for real-life tasks like reading bills, telling time, using money. Should be taught using real objects and everyday situations.

2.Digital Literacy: Crucial for accessing services, jobs, and communication. Instruction should be hands-on, repetitive, and contextually meaningful.

3.Sociocultural Knowledge: Helps learners understand Canadian norms, systems, and values (e.g., appointments, punctuality, using IDs, navigating institutions)

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Characteristics of adult ESL literacy learners

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Characteristics of adult ESL literacy learners

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Adult ESL literacy learners are a diverse group of English learners. They learn English for various reasons, and have a diverse educational background.

At the beginning of an ESL course, adult learners may be pre-literate, non-literate, or semi-literate:

Pre-literate = learners come from oral cultures where the spoken languages do not have current written forms or where print is not regularly encountered in daily life. These students may not realize how important reading and writing are in Canadian society.

Non-literate = learners do not know how to read or write in any language.

Semi-literate = learners have some basic reading and writing skills, but are not functionally literate yet.

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They have a diverse knowledge of topics and life experiences; they can use this knowledge to help them understand a variety of written topics.

As they learn best when strong connection are made between content, social interaction, and their personal lives.

They tend to use higher oral language knowledge to support literacy development.

They learn better by doing (hands-on).

They benefit from using their native language to develop understanding of key information, concepts, skills needed to learn how to read and write.

They enjoy collaborating with other learners to share their knowledge and skills to discover task requirements.

Tend to have remarkable survival skills, resilience and perseverance.

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Challenges of adult ESL literacy learners

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Challenges of adult ESL literacy learners

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In their past educational background, they may have been singled out as a minority, denied education because of poverty, gender, ethnicity or disability. Therefore, they may not be used to the Canadian education system, tools and resources.

They may not be aware of the purpose and use of literacy / may not be familiar with the Roman alphabet.

Might had limited formal learning strategies, concepts and background knowledge.

May lack confidence and self-esteem related to literacy and learning a new language.

Some learners may be affected by past trauma, forced dislocation, separation from loved ones, loneliness, poverty, family issues, unsupportive systems.

Some may have health issues, mental health issues, past injuries or disabilities related to war. These learners may have difficulty concentrating, have sleep disorders, inability to participate in class, and may be unmotivated to learn.

Learners may encounter obstacles that prevent them from registering or attending an ESL class like having difficulty finding childcare, a job, health / disabilities, housing problems, the cost of public transport, and understanding how Canadian social systems work in order to access information and assistance.

Learners who have low levels of oral English skills may not be able to discuss their options or struggles.

Adult ESL literacy learners tend to make a slower learning progress.

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Addressing the needs of adult ESL literacy learners

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Addressing the needs of adult ESL literacy learners

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Require a high supportive, calm environment that allows them to move around, take unscheduled breaks, work at their own pace, and collaborate with other students.

They need resources available to them to recover from past traumas.

They need community support to address their problems of not attending class, such as finding childcare, housing problems, cost of public transport, need to find work, and understanding how social systems work in order to access information and assistance.

Create lesson plans where students are encouraged to talk about their experiences and knowledge.

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Importance of incorporating numeracy, digital literacy and sociocultural knowledge into the ESL lessons designed for adult literacy learners

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Importance of incorporating numeracy, digital literacy and sociocultural knowledge into the ESL lessons designed for adult literacy learners

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1. Numeracy: is important for adult students to learn how to complete real-life tasks like paying bills, using money, reading the time, writing dates, and counting quality and quantity.

2. Digital Literacy: is important to teach adult learners how to access online services, applying for jobs, and to communicate with others.

3. Sociocultural Knowledge: this type of knowledge is helpful for adult ESL literacy learners to understand our Canadian culture. How our medical, educational, transportation, financial, and government systems work. It also teaches them our values like fairness, inclusion, and respect of the rights and freedoms of other individuals.

It is important that all instruction is planned with meaningful real-life themes. That the ESL teacher recycles known content and discusses to the learners what they have learnt (to include repetition). It is also important that the learners are comfortable and confident. Teachers can accomplish this by making learners, at different proficiency levels, work together.

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Addressing the Needs of Adult ESL Literacy learners

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Addressing the Needs of Adult ESL Literacy learners

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Appropriate placement into the language program that will best support the needs and facilitate the progress of adult ESL literacy learners is essential

It is recommended that ESL Literacy learners are placed in a class according to their reading and writing levels, not their oral communication skills, which may be more advanced

Due to limited or no previous classroom experience, ESL literacy learners might not be used to things like getting information from texts, studying, sitting at a desk listening to a teacher, etc in the classroom environment

Therefore, a supportive and comfortable environment where learners can move around, take breaks, work at their own pace,, and work with other learners is important

Sometimes additional support may be needed, e.g. community support or resources available for addressing trauma

Provide good models of correct language

Discuss with learners what they learned in the lesson, and ways those skills and knowledge can immediately be applied to their lives outside of class (e.g. work/while looking for work, getting things done in the community like appointments)

When possible, using L1 while learning, particularly to discuss needs, opinions, and understand key instructions/concepts can be a valuable support for ESL Literacy learners

If possible, having a language coach or volunteer who speaks students’ first language can help to facilitate this

It is beneficial to design tasks and lessons so that ESL Literacy learners can work collaboratively

Can be helpful for understanding key concepts and instructions better

Allows ESL Learners to experience successfully accomplishing a task collaboratively, which can ↑ confidence and motivation

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Strengths of Adult ESL Literacy learners

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Strengths of Adult ESL Literacy learners

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They come to class with a rich array of experiences, knowledge, and abilities, and these can be a great starting point for classroom engagement

They often have stronger oral language ability, which can be helpful in supporting development of reading and writing skills

Tend to be highly resilient

They have very strong practical skills and expertise in navigating social systems

Specific strengths may include skills such as running a household, sewing, doing different types of repairs, cooking, using technology, etc

ESL Literacy learners may be highly motivated once they see how language learning and literacy can connect to things they are already interested in and can apply/relate to in their own lives

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Importance of incorporating numeracy, digital literacy, and sociocultural knowledge into lessons designed for adult ESL literacy learners: 

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Importance of incorporating numeracy, digital literacy, and sociocultural knowledge into lessons designed for adult ESL literacy learners: 

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Numeracy skills, digital literacy, and sociocultural knowledge are essential skills for interacting/participating in the community, workplace, and educational environments.

In addition to developing literacy skills, some ESL Literacy learners also require support in learning these skills in order to navigate these contexts.

Strengthening these skills is part of enabling learners to achieve their goals, which are usually linked to these contexts

As with other literacy skills, making connections between numeracy/digital literacy/sociocultural knowledge and learners' own lives and how they can transfer these skills to relevant situations (e.g. filling out a job application online, online banking, workplace culture and norms) can be useful and motivating

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A lot of ESL adult learners come from different social and cultural backgrounds, with distinct knowledge and life experiences, which can be a useful tool to process information in a new language. A lot of them have practical life-skills, such as cooking, cleaning, woodworking, etc, which can be considered as a starting point to develop literacy. As a result, they may stay motivated and show persistence and commitment in their learning journey.

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Challenges of Adult ESL Literacy learners

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Challenges of Adult ESL Literacy learners

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As a result of limited exposure to formal education, the thinking or cognitive abilities of adult literacy learners are not as well-developed. It is also challenging for them to learn words, concepts or images taught in isolation. Some of them come from war-torn areas and suffer from emotional and psychological trauma. Additionally, some struggle with finding a job, housing, or childcare when they come to Canada. There are other challenges such as health issues or caring for another family member, or having inadequate information about social services and accessing information.

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Characteristics of Adult ESL Literacy Learners

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Characteristics of Adult ESL Literacy Learners

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Most of adult newcomers who come to Canada, aiming to develop literacy skills have had no formal education due to a number of factors, such as unrest in their country or restricted access to education. They face a unique situation where they have to learn a new language, whilst learning how to read and write for the first time. They may be either pre-literate, non-literate, or semi-literate. Due to forced relocation, past trauma, or family issues, they struggle with confidence and self-esteem. They also have limited formal learning strategies and may show slow progress.

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Addressing the needs of Adult literacy learners

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Addressing the needs of Adult literacy learners

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Adult literacy learners need a calm environment, where they can work at their own pace, move around, take breaks and have resources available to deal with emotional and psychological issues. They should also be allowed to resort to L1 to talk about their needs and goals. Collaboration with other learners can also be helpful for them. Their life experiences can be a good starting point to develop literacy skills, where instructions have to be detailed, accompanied my modelling. Their class placement should be according to the reading and writing level, and not oral skills. They are not used to a typical classroom setting, so flexibility in setting, pace and even the type of activity can be fruitful.

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The importance of incorporating numeracy, digital literacy and sociocultural knowledge into the ESL lessons designed for adult literacy learners

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The importance of incorporating numeracy, digital literacy and sociocultural knowledge into the ESL lessons designed for adult literacy learners

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It is important to incorporate numeracy in an ESL lesson for adult literacy learners as they come across numbers on a daily basis, and they need the skills to understand basic mathematical calculations to carry out daily life tasks. Similarly, technology is an integral part of community, workplace and school setting in the contemporary world, hence to integrate in the Canadian society, adult literacy learners need to develop digital literacy skills for employment and educational purposes. Lastly, newcomers encounter a new culture, language and social system when they move to Canada, so they have to be trained to understand the sociocultural dynamics of their new home. Sociocultural knowledge is a fundamental component of communicative competence; therefore, it should be a part of ESL classes for adult literacy learners.

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Characteristics of Adult ESL Literacy Learners

-Many adult ESL literacy learners have limited or interrupted formal education in their first language, which means they are learning to read and write at the same time as learning English.

- Some learners may not be familiar with the concept of sound-letter correspondence, especially if their first language uses a different writing system.

- Learners may be oral communicators in their L1 but unfamiliar with reading and writing even in their native language.

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Strengths of Adult ESL Literacy Learners

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Strengths of Adult ESL Literacy Learners

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-Adult learners bring vast life experience, strong oral traditions, and problem-solving skills to the classroom.

-Motivation is often very high—they are -learning with focused goals such as employment, supporting children’s education, and/or engaging in the community.

-They are resilient, persistent, and resourceful, often juggling learning alongside work and family responsibilities.

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Challenges of Adult ESL Literacy Learners

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Challenges of Adult ESL Literacy Learners

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They may struggle with print, letter recognition, or hearing subtle differences between similar letters and sounds.

Cognitive load can be high due to the stress of learning a new language, alphabet, and culture all at the same time.

Many learners experience frustration or low confidence because of educational gaps or learning difficulties.

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Addressing the Needs of Adult ESL Literacy Learners

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Addressing the Needs of Adult ESL Literacy Learners

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Use a multi-sensory approach—incorporate visuals, realia or hands-on materials, and many opportunities to try again, to support learning.

Provide classroom routines that are predictable, and structures, and provide plenty of modeling.

Differentiate instruction by identifying each learner’s background and tailoring literacy support to best help them thrive.

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The Importance of Incorporating Numeracy, Digital Literacy & Sociocultural Knowledge

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The Importance of Incorporating Numeracy, Digital Literacy & Sociocultural Knowledge

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Numeracy is essential for : many tasks in everyday life, such as: reading bus schedules, managing money, measuring ingredients, etc.

Digital literacy is a necessity for modern life, from viewing job postings to applications booking appointments to contact with children’s schools.

Teaching sociocultural norms helps learners integrate into Canadian society more comfortably, providing the context for tasks like polite requests, time management and classroom behavior.

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Characteristics of Adult ESL Literacy learners

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Characteristics of Adult ESL Literacy learners

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Adult ESL literacy learners may lack confidence. Despite this, they may have skills that they enjoy --if given opportunity--sharing with others, such as organizing, sewing and photography. Pre-literate learners may have come from oral cultures and may not understand the meaning of print. Non-literate learners do not read or write in any language. Semi-literate have basic reading and writing skills. Many lack basic formal education. Both war and unrest could have affected their learning. They may have been unsuccessful while at school, but still may have developed strong oral skills.

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Strengths of Adult ESL Literacy Learners

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Strengths of Adult ESL Literacy Learners

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Adult ESL literacy learners may have very strong survival skill which include the qualities of both perseverance and resilience.

They may have very strong oral skills. Because they are in school, they are demonstrating their motivation to improve their proficiency skills in English as well their digital and numeracy skills. With them comes a wealth of life experiences, enabling them to navigate social systems whereby they are able to assist one another in their new communities. The practical skills they may arrive with can be useful as they merge into society and thereby begin to plan their own activities so that they can fulfil their dream of participating in Canadian society.

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The Challenges of Adult ESL Literacy Learners

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The Challenges of Adult ESL Literacy Learners

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Learners may have come to our country alone thus lacking the support they need from others in the community. They may live and communicate at home only with those in their L1. They may possess unique learning needs brought here from home situations that were traumatic, or possessing needs that they were born with. They may require assessment by a professional who speaks--or supplies a speaker--in their L1. The content that they require in their programs may need to include that which is usable in their roles as parents, caregivers, employees, learners and citizens. They may never have experienced assessment. Their assessments require both honesty and much encouragement; they may not be able to understand the value and need for an assessment, or the actual assessment itself, and wonder, "what do I do now?" "is there hope for me?" The learner may be in class with a mate whose country is at war with their own country. They may not know how to engage with this person. Major challenges are loneliness, isolation, and having no one who is attentive to them or even seems to care as they struggle with how to communicate, which is essential to expressing felt needs.

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Strengthening and incorporating sociocultural knowledge, numeracy, and digital literacy into the classroom

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Strengthening and incorporating sociocultural knowledge, numeracy, and digital literacy into the classroom

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As professionals, we are observed and imitated. What our students observe, especially as they witness everyday events like an interruption of our class, how we greet others, how we end a session, is keenly watched and perhaps copied.

Introducing our learners to events in our own community, such as those offered by a New Canadians Centre on Canada Day, or other non-formal activities, in my thinking, is the best way to increase sociocultural knowledge. Be vulnerable. Let your students know that you are learning, also. Draw from their own experiences while they were in their own countries, asking them questions such as, how long is a wedding in your country? Draw comparisons; in Canada we do ... what about in your country? In my opinion, listening to my literacy learner is what I can offer to encourage conversation and to boost confidence. Numeracy lessons are valuable in the practical aspects as well as in pronunciation. Learning how to read four-digit numbers, telling time, counting and exchanging money are a few of the very practical aspects of learning. Digital literacy must begin with the very basic, such as turning off and on a computer, deciphering the codes on the keyboard, using the mouse and creating a document. These basics, followed by the skills of obtaining the know-how of searching for a website are some of the basics that will assist a literacy learner as they expand to a higher level of ESL learning.

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Addressing the Needs of Adult ESL Literacy Learners

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Addressing the Needs of Adult ESL Literacy Learners

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In my role as the teacher/tutor of an adult ESL literacy learner, I need to be aware that each interaction may take more time than one with a literate (L1) learner. I need to have many more observable items--tools-- around me to use as illustrations. I need to be comfortable and confident to get off the chair and physically demonstrate, at times.

I need to use a great variety of listening and physical tools when in a group environment. I must be aware of the need for relaxing, stress-reducing classroom times. I must incorporate every-day objects into my class, such as the names of plants and flowers I have brought into the room. I must discover, very early on, the variety of skills that my students have and enlarge their confidence by requesting that they talk about these, bring in samples of these and to practically apply them, if possible, in the classroom. I must show caring about the stressful and enjoyable situations they have experienced. Their learning environment ought to be, "adaptable and supportive" and I, as their instructor, be "knowledgeable, and aware of the various challenges literacy learners face in the real world."

I must celebrate and show respect for their culture, practice using their vocabulary myself and repeating it, and perhaps greeting the learner using their expression the next time they arrive.

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Charactersistics of Adult ESL Literacy Learners

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Charactersistics of Adult ESL Literacy Learners

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A diverse group of adult learners who need to learn English. They usually lack formal education which means they are learning to read and write in two languages at the same time. They may have had their education interrupted or restricted. Literacy needs to be addressed if learners have less than 10 years of education. There are three categories: pre-literate (from an oral culture with no written form in daily life for L1), non-literate (learners do not read or write in their L1), and semi-literate (learners have some reading and writing skills but not functionally literate).

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Strengths of Adult ESL Literacy Learners

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Strengths of Adult ESL Literacy Learners

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As adults, students have cognitive abilities, life experiences, and language abilities that can assist with engagement in the classroom.

Less literacy hasn’t prevented the learners from navigating social system and being members of a community. This means their oral skills are likely stronger and that can assist with learning reading and writing.

They will have other important skills like cooking, cleaning, sewing, running a household, fixing cars, woodworking, and maybe even using technology.

These interests can assist teacher with planning appropriate activities that will lead to engagement. The learning will be relevant to their daily lives, and will encourage motivation.

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Challenges of Adult ESL Literacy Learners

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Challenges of Adult ESL Literacy Learners

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They lack literacy in their L1 which means they are learning to read and write in two languages at the same time. They may not have the literacy concepts, knowledge, or strategies from their L1.

These learners have little experience in the classroom. Formal education might have been a negative experience in the past. These students might come in with a lack of confidence and feeling of unworthiness which can hinder their motivation.

They may not be used to the schedule of sitting for long periods for listening, processing print information, or doing homework.

If these students are leaving war-affected areas, they might be dealing with trauma related mental health concerns which affects their learning motivation.

Other challenges might include: needing childcare or taking care of family members, lack of housing or employment, lack of funds, and not being able to access public transportation or other social systems.

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Addressing the Needs of Adult ESL Literacy Learners

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Addressing the Needs of Adult ESL Literacy Learners

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Using their L1 to communicate needs, discuss learning, and develop understanding of the concepts, strategies and skills for literacy. They may need instruction and explanation in their L1.

They need to work with other learners on tasks and activities. They need to share knowledge and skills and figure out the tasks together. They would be responsible for monitoring and demonstrating their learning to others. This would also assist the teacher in providing a more encouraging environment which helps build confidence.

They need real-world content for motivation and relying on their prior knowledge. They need print-rich materials, predictable routines, strategy training, repetition, spiraling, and practice. The teach should use a "whole-past-whole" approach so that every aspect of an activity can be broken down into smaller manageable steps.

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The Importance of Incorporating Numeracy, Digital Literacy and Sociocultural Knowledge into the ESL Lessons Designed for Adult Literacy Learners

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The Importance of Incorporating Numeracy, Digital Literacy and Sociocultural Knowledge into the ESL Lessons Designed for Adult Literacy Learners

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Students need to developing literacy, numeracy, digital skills to interact in a community, workplace, and educational environments and may need support to function at home, work, citizenship, and community. These goals are the same as any student in an ESL program.

Numeracy skills have five categories: numbers, money, measurement, time, and data. Adult leaners with basic literacy skills might already have numeracy skills. It is necessary to cope with everyday demands are home, work, and in the community. It assists with math skills but also provides more knowledge of English vocabulary and culture.

Digital Literacy is necessary for daily life in the community, work and school. The three principles are: use of digital media software and hardware like computers and phones, the ability to critically understand digital content and applications, and know how to create with digital technology. Learners might already have some digital literacy, so lessons can rely on that prior knowledge. Activities can use a kinesthetic approach, but it also provides other options for language learning with the teacher being able to model and give students opportunity to practice.

No matter the level of literacy, sociolinguistic knowledge is an important part of communicative competence. However, having limited formal education might mean students have culture barriers too. They won’t have the same understanding of values and behaviours of classroom learning. Sociocultural knowledge can be introduced in three ways: the teacher applies it to different language characteristics (like reading direction, learning the alphabet, and name order), it is introduced through daily experiences (banking, common symbols for direction and warning, community involvement, concept of lime like lateness, culture images like holidays or history etc.), and introducing the culture of learning (classroom routine, planning, errors and correction, learning outside the classroom etc).

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Characteristic of an Adult learner

Pre-literate

Have oral cultures with few written elements, using linguistic experience daily. Have difficulties reading and understanding any print in Canada.

Non-literate

I have no experience with reading or writing in any language.

Semi-literate

Be able to complete reading and writing skills to some extent, but not functionally literate.

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Strengths of adult ESL literacy learners

· Each of the individuals has rich, unique, and diverse knowledge or life experience. Be able to connect to real-life-based tasks more easily.

· The oral skill is easier to build a bridge of communication in class and helps promote their three other skills.

· Have higher motivation for learning because they stay in class with life goals.

· Life experience will help them to understand certain topics. Past practical experience, such as working with technology, may also help learning.

· The module can be set around their interests and promote their passion for learning.

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Challenges of adult ESL literacy learners

· Have a challenge of practicing writing and reading in two languages at the same time.

· Situations from real life, such as childcare, taking care of elders, may distract them.

· Have difficulties paying attention in long periods or finishing assignments after class

Students' personal experience may affect their motivation. More specifically, those who have experienced trauma from wars may need teachers to be more careful. Mental health could also prevent their performance · and interpersonal relationships in class. It may prevent them from learning.

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The importance of incorporating numeracy, digital literacy, and sociocultural knowledge

· ESL and teaching ESL are not just about language itself. Helping students adapt to the society and culture that they have never experienced by teaching English is the main objective. Numeracy, digital literacy, and sociocultural knowledge are included based on the objective.

· Numeracy skills: Many daily skills are highly related to numeracy skills. For example, such as reading dates, money, schedule and etc.

· Digital literacy: As a person in modern society, knowing how to use a digital device is vital. Situations such as finding a job post, making reservations, or interpersonal connections may need such skills.

· Sociocultural knowledge will help reduce their cultural shock; know the differences between different cultures and learn to respect them. With this knowledge, they will adapt to a new society faster.