Names are Important

By Lynn King

What’s in a name? A lot, for English language learners and their teachers. Learning to remember and use people’s names and proper forms of address are essential skills for life in the United States. Acquisition and use of these skills requires continuous practice because our low-context society provides few clues to the status or importance of individuals who must be addressed correctly. Americans have become more informal and casual in speech and dress and do not provide the cultural clues that many people in many countries normally have. In addition, many languages provide ways to address others by title, rather than by name. Therefore, it is important to include discussions about names and titles in this country and the situations and contexts in which they can be used. The following ideas offer suggestions about what to include in these discussions.

At the beginning of a new year, semester, or term, learning students’ names is very important for both the teacher and the students. It is important to go over the way American teachers are addressed and how a specific teacher wishes to be addressed. It is equally important for students to learn their classmates’ preferred names as soon as possible in order to increase their comfort and participation in class activities.

While learning students’ names, the languages they speak, their nationalities, and the countries they are from are often the first things that students and teachers engage in, practice in giving and receiving basic information provides an interesting opportunity for students to share in English. Many academic and practical skills are easily incorporated such as question/answer patterns, spelling, map skills, and clarification strategies.

Please note that in mainstream middle and high school classes, some non-ESL teachers may be reticent to call on ESL students whose names appear difficult to pronounce. ESL teachers should check with their students to see if this is happening. Many students would like to participate more fully in a math class, for example, because they feel very capable, but are not called on by a teacher. It is wrong and unfair to exclude any student from participation in class for any reason—let alone because the teacher hasn’t taken the time to ask students how to pronounce their preferred names.

For middle and high school students, it is also important for them to write down and practice all the teachers’ names in their schedules. And, ESL teachers can keep a copy of each student’s schedule handy so that they can check on any difficulties either students or teachers might have. It is additionally helpful for an ESL teacher to post names and photos of administrators, counselors, and other staff for students to become familiar with.

For older students and adults, in particular, it is important that they use titles and names properly. Titles such as Mr., Mrs., Miss, Ms., Dr., Prof., etc. must have a last name attached when speaking directly to a person, or when referring to a specific person. For example, it is not appropriate to call someone Mr. or Mrs. or Mr. Jim or Ms. Jane, as some instructors have experienced. The students' intention is to be polite and show respect, of course, but they are not using the standard form for addressing people. Adults, in particular, might sound rather subservient in their adult situations outside the classroom. An instructor might give students the choice between Jim or Mr. Smith or between Jane or Ms. Smith, for instance—whatever is most comfortable or appropriate for the student/teacher relationship.

Other points to consider might include:

1) Some forms of address may require some discussion such as Sir and Madam or Ma’am which are perhaps more formal and may be used differently depending on regional, military, or literary use.

2) Since most students will be filling out forms of all kinds, going over such terms as first name, middle name, last name (surname or family name), maiden name, initial, printed name, and signature is essential.

3) Students find it interesting to learn about informal male and female names such as Robert→Rob, Robby, Bob, Bobby; or Margaret→Marge, Margie, Meg, Maggie, etc., and also which names Americans might use for a baby or young child versus an older child or adult. Nicknames are also fun to discuss.

For adults who are preparing paperwork for citizenship or permanent residency, correct names are crucial. Their names must be exactly identical on all legal documents (birth, marriage, divorce certificates), driver’s license, bank accounts, social security card, etc. Some students may have taken new last names in marriage, taken an English name, translated their name to an English version, or changed the spelling of their name. They must also ensure that all family names are correct.

Of the many kinds of oral and written practice using names that provide reinforcement throughout the year or semester, here are a few ideas:

1) Making introductions by introducing themselves to others, to a classmate, to a workmate or colleague, etc., using formal titles as well as informal names appropriately.

2) Making introductions through role play in various situations: holiday parties, wedding reception lines, meeting neighbors, meeting parents of children’s playmates, meeting teachers at school events, meeting supervisors, making appointments, reporting an accident, calling 911, for example. By adding “small talk” and creating conversations for different situations, students can begin to feel more confident and comfortable as they increase their English competence.

3) Talking about how students were named or who they were named after. Many students have names that are descriptive and beautiful or have interesting stories to tell about them. And, the topic lends itself to a nice written paragraph or composition.

4) Writing vertical poems using the student’s name in vertical position and adding the student’s choice of adjectives to describe oneself using each letter of the name in horizontal position.

5) Giving students a written matching exercise in which they match a student’s name with the student’s native country. This is a quick and easy exercise at the beginning of a year or semester. It can be a precursor to adding language and nationality, and later to other personal information orally and in writing. Example: X person is from X country; X person speaks X language; X person is X nationality.

6) Having students line up in alphabetical order according to preferred name.

Again, “naming” skills are important. In both formal and informal social interaction in the United States, remembering and using people’s names to be informative, polite, and cordial is necessary. Language learners at all levels can be helped by an ongoing process of acquiring such skills that living in this country requires.

Lynn King is retired after a 30-plus year ESL teaching career. She currently lives in Springfield, Illinois.


Names are Important By Lynn King What’s in a name? A lot, for English language learners and their teachers. Learning to remember and use people’s names and proper forms of address are essential skills for life in the United States. Acquisition and use of these skills requires continuous practice because our low-context society provides few clues to the status or importance of individuals who must be addressed correctly. Americans have become more informal and casual in speech and dress and do not provide the cultural clues that many people in many countries normally have. In addition, many languages provide ways to address others by title, rather than by name. Therefore, it is important to include discussions about names and titles in this country and the situations and contexts in which they can be used. The following ideas offer suggestions about what to include in these discussions. At the beginning of a new year, semester, or term, learning students’ names is very important for both the teacher and the students. It is important to go over the way American teachers are addressed and how a specific teacher wishes to be addressed. It is equally important for students to learn their classmates’ preferred names as soon as possible in order to increase their comfort and participation in class activities. While learning students’ names, the languages they speak, their nationalities, and the countries they are from are often the first things that students and teachers engage in, practice in giving and receiving basic information provides an interesting opportunity for students to share in English. Many academic and practical skills are easily incorporated such as question/answer patterns, spelling, map skills, and clarification strategies. Please note that in mainstream middle and high school classes, some non-ESL teachers may be reticent to call on ESL students whose names appear difficult to pronounce. ESL teachers should check with their students to see if this is happening. Many students would like to participate more fully in a math class, for example, because they feel very capable, but are not called on by a teacher. It is wrong and unfair to exclude any student from participation in class for any reason—let alone because the teacher hasn’t taken the time to ask students how to pronounce their preferred names. For middle and high school students, it is also important for them to write down and practice all the teachers’ names in their schedules. And, ESL teachers can keep a copy of each student’s schedule handy so that they can check on any difficulties either students or teachers might have. It is additionally helpful for an ESL teacher to post names and photos of administrators, counselors, and other staff for students to become familiar with. For older students and adults, in particular, it is important that they use titles and names properly. Titles such as Mr., Mrs., Miss, Ms., Dr., Prof., etc. must have a last name attached when speaking directly to a person, or when referring to a specific person. For example, it is not appropriate to call someone Mr. or Mrs. or Mr. Jim or Ms. Jane, as some instructors have experienced. The students' intention is to be polite and show respect, of course, but they are not using the standard form for addressing people. Adults, in particular, might sound rather subservient in their adult situations outside the classroom. An instructor might give students the choice between Jim or Mr. Smith or between Jane or Ms. Smith, for instance—whatever is most comfortable or appropriate for the student/teacher relationship. Other points to consider might include: 1) Some forms of address may require some discussion such as Sir and Madam or Ma’am which are perhaps more formal and may be used differently depending on regional, military, or literary use. 2) Since most students will be filling out forms of all kinds, going over such terms as first name, middle name, last name (surname or family name), maiden name, initial, printed name, and signature is essential. 3) Students find it interesting to learn about informal male and female names such as Robert→Rob, Robby, Bob, Bobby; or Margaret→Marge, Margie, Meg, Maggie, etc., and also which names Americans might use for a baby or young child versus an older child or adult. Nicknames are also fun to discuss. For adults who are preparing paperwork for citizenship or permanent residency, correct names are crucial. Their names must be exactly identical on all legal documents (birth, marriage, divorce certificates), driver’s license, bank accounts, social security card, etc. Some students may have taken new last names in marriage, taken an English name, translated their name to an English version, or changed the spelling of their name. They must also ensure that all family names are correct. Of the many kinds of oral and written practice using names that provide reinforcement throughout the year or semester, here are a few ideas: 1) Making introductions by introducing themselves to others, to a classmate, to a workmate or colleague, etc., using formal titles as well as informal names appropriately. 2) Making introductions through role play in various situations: holiday parties, wedding reception lines, meeting neighbors, meeting parents of children’s playmates, meeting teachers at school events, meeting supervisors, making appointments, reporting an accident, calling 911, for example. By adding “small talk” and creating conversations for different situations, students can begin to feel more confident and comfortable as they increase their English competence. 3) Talking about how students were named or who they were named after. Many students have names that are descriptive and beautiful or have interesting stories to tell about them. And, the topic lends itself to a nice written paragraph or composition. 4) Writing vertical poems using the student’s name in vertical position and adding the student’s choice of adjectives to describe oneself using each letter of the name in horizontal position. 5) Giving students a written matching exercise in which they match a student’s name with the student’s native country. This is a quick and easy exercise at the beginning of a year or semester. It can be a precursor to adding language and nationality, and later to other personal information orally and in writing. Example: X person is from X country; X person speaks X language; X person is X nationality. 6) Having students line up in alphabetical order according to preferred name. Again, “naming” skills are important. In both formal and informal social interaction in the United States, remembering and using people’s names to be informative, polite, and cordial is necessary. Language learners at all levels can be helped by an ongoing process of acquiring such skills that living in this country requires. Lynn King is retired after a 30-plus year ESL teaching career. She currently lives in Springfield, Illinois.
Fall 2021 - Volume 49, Issue 2