Consider the last step in Bloom's hierarchy, self-identity. To what extent has learning an L2 involved developing a "new" self-identity in your particular case? How can you as a teacher, use your own personal experience with this, to help students recognize such a possible process and to make it as positive and fulfilling as possible?

Have you ever felt deprived, in the words of Arnold (2007), of your "normal, familiar vehicle of expression" in attempting to communicate in an L2? Without the discourse competence of your native language, have you felt less than capable in the L2? How did you cope with those feelings? How can a teacher help students feel less vulnerable?

Have you ever attributed lack of success to external factors? If so, what factors? Can such attribution be avoided? How can teachers help students to build self-efficacy, even in small steps?

What are some examples of "moderate" risk-taking in an L2 classroom? How does a teacher draw a fine line between promoting risk-taking that is wild and haphazard and risks that are "calculated"?

In your L2 learning, or in your experience teaching, have you experienced a quest for perfection, fear of negative evaluation, or identity conflict? Or have you identified other sources that could account for anxiety? If you or your students' anxieties are debilitative, what approaches and activities can help to alleviate them?

Successful L2 programs incorporate instances of both extrinsic and intrinsic rewards. Besides the obvious grades and test scores, what are some of the extrinsic rewards you have experienced in learning a language? How useful were they? What kinds of activities or approaches do you think would help to promote intrinsic motivation? How would you promote a balance between extrinsic and intrinsic rewards?