Lowering the Affective Filter

Lowering the Affective Filter

In Chapter 4 Judith Lessow-Hurley writes (p. 58) “Krashen refers to the affective component of language learning as an affective filter, a kind of emotional barrier to language learning that must be lowered if acquisition is to take place.” Discuss three activities which you would use in your own classroom to lower this affective filter.

The Affective Filter hypothesis embodies Krashen's view that a number of “affective variables” play a facilitative, but non-causal, role in second language acquisition. These variables include: motivation, self-confidence and anxiety. Krashen claims that learners with high motivation, self-confidence, a good self-image, and a low level of anxiety are better equipped for success in second language acquisition. Low motivation, low self-esteem, and debilitating anxiety can combine to “raise” the affective filter and form a “mental block” that prevents comprehensible input from being used for acquisition. In other words, when the filter is “up” it impedes language acquisition.
There are many ways in which educators can lower a student’s affective filter. Creating a positive learning environment can make an immense difference for students. The classroom decor, arrangement of desks, music, emotional environment (the morale and atmosphere), a sense of security and the strategies the teacher employs contribute to student success.
One strategy to help lower students’ affective filters is to create an emotionally safe environment in the classroom. I enlist the students to help create classroom rules and encourage them to include rules that require respect for each other. Language learners should be able to learn in an environment that allows them to voice their opinions, ask questions, and make mistakes without fear of humiliation. I also let the students know who I am as a person and educator. I feel that sharing a bit of my life with them allows for students to feel more comfortable in my classroom.
Some other simple strategies that are helpful in lowering students’ affective filters include addressing the students by name and getting to know them, and interacting with students outside of the classroom. For example, I sponsor an after-school Spanish club and am a morning “gate greeter” at the school I work at.
Using humor is also a technique used to lower the affective filter so that the students feel less anxiety. This is an important consideration in language classrooms where many students feel a great deal of stress when using the target language orally. Allowing for laughter and smiles despite any errors is helpful in decreasing anxiety.
Classroom décor and seating arrangements can help lower the affective filter in a subtle way. Arranging desks or tables so that all students feel included or rotating seating charts often is one way students can engage with the teacher and with each other. Further, classroom décor that is positive, interesting, and meaningful to the language learners is a good way to expose students to vocabulary, cultural images (artwork, flags, photos), and other students’ work without increasing their anxiety.
Finally, some concrete activities in which students can participate, include pair work in which students must “interview” one another or engage in a prompted “dialogue”, having students share information about themselves, creating matching games that address anything from vocabulary to cultural/social issues, and encouraging an active imagination through use of art, collages, technology, music, whatever! As long as a language teacher is firm in his/her teaching goals, but flexible enough to allow for students to acquire language at their own pace and in a manner that lowers their anxiety, students will have a positive learning experience.