HI, Anne.  
   
  Each unit that a student has ends with a project.  At the zero level, this might be just collecting pictures that represent "your favorite" and then talking about them.  One of the early projects is making a short report about their hometown.  We find a picture on the internet and work together to do the project (at higher levels, they work independently).  Then the student has the opportunity to share what he or she has created with the other students.  Students get excited about this opportunity (although some of the more shy individuals may not like the presenting part).  I post the projects around our center, so the projects are also a springboard for other students.  More than once I've heard, "That's my town" with a great deal of pride.  More advanced projects ask for opinion papers, persuasive arguments, or even "how to learn English." 
   
  This is a "touchy-feely" center, too, so we spend time actually talking about the emotions that come up while learning English, the every day aggravations and stressors.  I have the advantage of being able to talk to  most of my students in their first language for these sessions, but I also try to talk to those whose languages I cannot speak.  
   
  How do the students respond?  They are very active with both projects and discussions.   Our students "buy in" to our program and are active in the decision making processes.  They come up with their own fundraising and recruitment ideas (we're a nonprofit).  They tend to develop close friendships with staff as well as each other.
   
  I hope this helps.
   
  Glenda L. Rose
  Director, English Now 
  Doctoral candidate, Foreign Language Education, UT Austin

Anne Ricketts <anneinitaly at hotmail.com> wrote:
  Hi,

My name is Anne and I am a MA TESOL student at San Francisco State 
University.

I am writing a research paper on what specefic practices or activities ESL 
teachers use to address learners' identities.

I know this is a broad topic, but I am looking for specific activities that 
you, the teachers, have found successful in getting to know who your 
learners are, particularly low-level Students.

The activity could involve any facet of identity, either personal or 
cultural.

And, what are the results or visible changes you see in the learners as a 
result of these activities?

Thank you. I would appreciate any input.

Anne

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