I really like this name game idea. It takes it one step further than you 
usually see.

Anne


>From: "Grant, Sandra" <Sandra.Grant at schools.utah.gov>

>Reply-To: The Adult English Language Learners Discussion 

>List<englishlanguage at nifl.gov>

>To: "The Adult English Language Learners Discussion 

>List"<englishlanguage at nifl.gov>

>Subject: [EnglishLanguage 838] Re: 

>meaningfulactivitiesthataddresslearners'identit

>Date: Tue, 14 Nov 2006 14:16:44 -0700

>

>I think the name game is excellent. We have tried it with all types of

>groups. We often forget how important names are to people. We have a

>sheet divided into 4 sections with a large circle in the middle. In the

>Center they put their entire name. In the upper left their first name,

>upper right their middle name, lower left their last name, and lower

>right their nickname. They are then asked to write in as much as they

>know about how they came to have the name they have. The origins of the

>last name, how their names were chosen etc. If the group is small we

>have each person till about their name, for larger groups we break them

>up into groups to talk about their names. It works well because people

>remember their name and a kind of bond builds within the group. This

>leads will to other group activities.

>

>Sandra Grant

>Utah State Office of Education

>

>-----Original Message-----

>From: englishlanguage-bounces at nifl.gov

>[mailto:englishlanguage-bounces at nifl.gov] On Behalf Of John Stevenson

>Sent: Tuesday, November 14, 2006 9:19 AM

>To: The Adult English Language Learners Discussion List

>Subject: [EnglishLanguage 837] Re: meaningful

>activitiesthataddresslearners'identit

>

>An activity that I enjoy is "Tell me about your name"

>

>Divide students into pairs and have them interview each other about

>their names.  Origin, family connections, meanings, thoughts of parents

>when name was given, changes a person has made in their name over the

>years, appearance when written, sound of name, etc.   Afterwards, have

>the pairs introduce each other to the group.

>

>You will be amazed at the lively discussion that ensues.

>

>John Gilbert Stevenson

>Grant Services Manager

>Texas LEARNS

>The Texas Adult Education and Family Literacy Partnership

>

>(713) 696-0716

>jstevenson at HCDE-Texas.org

>-----Original Message-----

>From: englishlanguage-bounces at nifl.gov

>[mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Anne Ricketts

>Sent: Tuesday, November 14, 2006 9:42 AM

>To: englishlanguage at nifl.gov

>Subject: [EnglishLanguage 835] Re: meaningful activities

>thataddresslearners'identit

>

>Thanks a lot for your ideas. That's great!

>

>Anne

>

>

> >From: "Steinbacher, Mikal" <msteinbacher at cascadia.ctc.edu>

> >Reply-To: The Adult English Language Learners Discussion

> >List<englishlanguage at nifl.gov>

> >To: "The Adult English Language Learners Discussion

> >List"<englishlanguage at nifl.gov>

> >Subject: [EnglishLanguage 834] Re: meaningful activities that

> >addresslearners'identities

> >Date: Mon, 13 Nov 2006 14:59:24 -0800

> >

> >Anne, I have taught level 3 and 4 for a number of years, but did teach

> >level 2 once or twice.  I found that this works well at all of those

> >levels.

> >

> >The first day of class I introduce myself and share information about

>"me",

> >including the number of years I've been teaching ESL, previous

>employment,

> >marital status, number of children and pets... anything that comes to

>mind

> >that I'm comfortable sharing.

> >

> >I then ask for a volunteer to start us off.  They are asked to share

>their

> >name, their country of origin, and what ever else they are comfortable

> >sharing.  Marrital status is a requirement .. and if they are single, I

>ask

> >if they are available for those in the class who might be interested.

>That

> >always gets a laugh and relaxes them.

> >

> >The volunteer then selects the next student who needs to tell the class

>the

> >first student's name, and his/her own.

> >When s/he is done, the person next to him/her is the next speaker.

>S/he

> >has to tell the class the 1st and 2nd students' names ...and it

>continues

> >around the room!

> >

> >By the time we're done, we've heard their names multiple times, I've

>drawn

> >a "map" of students so I can learn their names, and the students have

>had a

> >chance to pronounce each other's name.  They are asked to sit in the

>same

> >seat for least 2 weeks so I have a chance to learn their names.

> >

> >So, I kill 2-3 birds with one stone .. and students get the opportunity

>to

> >speak and listen!

> >

> >

> >

> >________________________________

> >

> >From: englishlanguage-bounces at nifl.gov on behalf of Anne Ricketts

> >Sent: Sun 11/12/2006 4:03 PM

> >To: englishlanguage at nifl.gov

> >Subject: [EnglishLanguage 828] meaningful activities that address

> >learners'identities

> >

> >

> >

> >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

> >

> >_________________________________________________________________

> >Get today's hot entertainment gossip

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> >

> >

>

>

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