To take on one of the points made: Angel was right in noting that I was
arguing that any simple attribution of personality characteristics
independent of context isn't helpful. Much SLA research does just this--we
have studies telling us the characteristics of good and bad language
learners--and sociability and motivation to talk to native speakers are
usually seen as the most telling and important characteristics in this
regard. With my kindergartners, I see that both are negotiated and thus are
subject to change over time and context. And they are importantly linked
to access to practices and resources in the classroom. Bonny Peirce's 1993
OISE thesis is very helpful with regard to a critique of motivation as
"between the eyes and behind the ears".
I think identity is problematic in my paper as well, Angel, and wondered
what you made of that.
Kelleen Toohey
k_toohey who-is-at sfu.ca