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Per Krashen’s findings, this is believed to be a controller in how much comprehensible input actually gets through to the learner. In other words, other factors, such as low self-esteem or anxiety, may play a role in what the learner is able to attain. These factors in a sense “keep out” the information, even if the learner understands the input. Part of our role as teachers is to help lower this affective filter so that more language is attained by the learner (Wright 2015, p. 52). Below is an example of what the affective filter looks like, which I found from the Language Acquisitions PowerPoint by Dr. Lopez (graphic curotesy of Krashen) from this week.

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This theory is built upon the findings that a learner’s proficiency in their second language is dependent on their proficiency levels that they achieve in the learner’s native language. In other words, they use the two languages together in order to learn and acquire the second language. It is a transfer of knowledge and skills from the first language to the second language, (Language Acquisitions PowerPoint, 2018).

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The monitor hypothesis is like an internal correction software, similar to Spellcheck in Microsoft Word. According to Krashen, “we can use learned language to monitor or inspect what we acquire and then correct errors.” Krashen makes sure to note though that this monitor helps learners to be more accurate, but truly acquisition of language is what helps fluency and accuracy the most, (Wright 2015, p. 51).

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This is a theory developed by Krashen and is the most important hypothesis. This directly address how language is acquired; originally this was called “the input hypothesis” but was later renamed the “comprehension hypothesis,” in hopes to align with what it is about. This theory suggests that language is acquired through understanding messages, or in other words obtaining comprehensible input. “That is, we acquire language when we understand the things we hear or read,” (Wright 2015, p. 51).

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Affective Filter Hypothesis Learning Activity

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Affective Filter Hypothesis Learning Activity

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Learning Activity for Monitor Hypothesis

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Learning Activity for Monitor Hypothesis

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Teacher uses formative assessment to monitor and adjust pacing - Example 1

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The Written Example that I want to focus are on pages 8-11. Pages 8-11 focus on students named Sulmana, Fanta, and Madiha. Sulmana fluent in both English and Urdu; Kanta's home language is Punjabi and did attend an English medium school in Pakistan; and Madiha's English was minimal, but her Urdu was very fluent.

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Comprehensive Input Hypothesis Learning Activity

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Comprehensive Input Hypothesis Learning Activity

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Learning Activity for Zone of Proximal Development

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Learning Activity for Zone of Proximal Development

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An example of scaffolding language from my student teaching.

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This is an important domain for teachers and adults alike to be aware of. According to Vygotsky, this is an area in which children are able to reach higher levels of knowledge and performance with the support of teachers, adults, or a more knowledgeable person. This is when appropriate scaffolding for a lesson comes into play and can be extremely beneficial to our learners. ELLs can learn and develop core communication skills through the Zone of Proximal Development, according to Zwiers and Crawford (2011), (Wright 2015, p. 57).

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Classroom Application of Affective Filter Hypothesis

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Classroom Application of Affective Filter Hypothesis

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In this course you will learn how to design lesson plans around the needs of your ELL students and their language level through the analysis of content language and cognitive demands. You will learn how to align language objectives to the adopted standards of your school and content area. You will learn how to modify existing course materials as well as develop graphic organizers and languages frames to support ELLs' access to content. Analysis of second language acquisition theories will be applied to lesson planning. Upon completing this course, you will be able to: * Conceptualize theories of second language acquisition as they apply to the planning of lessons through annotation * Assess the linguistic needs of your students using BICS and CALP * Identify content specific vocabulary, grammatical structures, and language functions necessary for a student to succeed in your classroom * Write language learning outcomes that align to your student's linguistic and cognitive ability and your school's adopted standards * Adapt a lesson plan that accomplishes the learning outcomes outlined in the lesson objectives * Modify materials to support ELLs' access to content * Use a wide variety of graphic organizer templates and language frames to support ELLs' access to content * Develop activity types appropriate to the cognitive and linguistic abilities of ELLs * Incorporate community and culture into lesson planning

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Classroom Application-Affective Filter - Arizona State University | Coursera

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Video created by Arizona State University for the course "Lesson Planning with the ELL in Mind". Welcome to week 2! This week you will continue to work through pre-planning stages of lesson design as you keep in mind your ELLs. By the end of ...

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Lesson Plan for Comprehensible Input Hypothesis

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Lesson Plan for Comprehensible Input Hypothesis