While there have been many gains made in second language instruction as a result of the communicative movement, such as increased sensitivity to learner needs, the movement to some extent, may be considered an extension of a general relativism, promoted at the expense of demanding and serious content. Second language educators have become pessimistic, and could have higher expectations for their students. One solution would be to use more sophisticated content. Another approach worth considering is to address the learner's own identity, linking one's willingness to make errors to one's role as a learner, and viewing language learning as an act of identity. Second language educators need to ask what being a speaker of the second language means in the learner's own social context, what social group the learner would join as a user of that language, what kinds of expressions and understandings are appropriate to a user of that language in the learner's home context, and how the learner would wish to be perceived as a user of the second language. (MSE)