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The affective filter is what controls how much comprehensible input the learner takes in.  The affective filter is like a barrier to prevent the learner from taking in the new knowledge.  Possible barriers include anxiety, low self-esteem, and a sense that he or she is not part of the group that speaks the language.  When students are presented with comprehensible input and their affective filter is low enough then they will be able to acquire the language.  The filter only allows some of the input to get through.

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The hypothesis say that an individual who is learning a language is like a dual-iceberg, which explains the first language and second language being the two tips of the iceberg that we can only see above the ocean, with a connection that the two languages below the surface. The tips of the iceberg involves the two terms of BICS (Basic Interpersonal Communication Skills), and CALP (cognitive Academic Language Proficiency). Cummins believes that these to intertwine under the surface as the native speaker can transfer knowledge to the new language being learned.

For example,  ELL students develop both fluency and proficiency in a second language while continuing to develop proficiency in the first language. They are still in the process of learning, getting sounds and the repetition on the structure sentences. This processes happens in structure lessons and conversation with peers.

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According to the monitor hypothesis, "we can use learned language to monitor or inspect what we acquire and then correct errors" (Wright, p. 51).It is based on the belief that phonology, morphology, and syntax are acquired. Language users must have time, be focused on language form, and know the rules, in order for monitor use to be effective. Sometimes we self- correct after  producing a sentence. Other times we internally make corrections before we actually say of write something.

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The Zone of Proximal Development is the brain child of Vygotsky and is a theory that I ascribe to and bring to my classroom everyday. ZPD is the idea that students have several zones of things they can do on their own, things the learner can do with support and guidance, and a zone where even with support, the student cannot do these tasks. The ZPD also includes the ideas that you will need to scaffold certain activities. Scaffolding is the idea that the instructor will provide support to the students for them to be able to complete the task, not typically done independently.

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Activities that apply to The Affective Filter

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Activities that apply to The Affective Filter

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There are various methods and activities that can be used to reduce the affective filter in the classroom. One method is by tapping into their prior knowledge, this can be down by assigning a project that they are very familiar with and that shows they have information to share and teach.  For example, they could complete a project on their family traditions, which is something they are very familiar with. Another technique is using SDAIE (specially designed academic instruction in English) which incorporates various techniques like learning games, manipulatives, hands-on activities, and visual aids.  Another way is to modify our teaching methods and including more supports like sentence frames, sentence starters, and word banks.  Finally, we can also help students to create partnerships and connections with their peers that are more proficient or native language speakers. These different methods all show how we are able to support our students in the classroom and lower the affective filter.

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Administration for Children and Families (ACF)

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                       Comprehensible Input

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                       Comprehensible Input

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The comprehensible input hypothesis, formerly named the input hypothesis, is Krashen’s most important hypothesis since it addresses how language acquisition occurs.  Krashen says we acquire language when we understand the the things we hear or read. Krashen developed the formula i+1 to represent comprehensible input.  In this formula i represents the student’s current level of understanding or proficiency, +1 represents the level just above the student’s level of understanding.  Krashen hypothesizes that we move from i to i+1 by understanding input containing i+1.  He suggests that we can do this by using previously acquired knowledge of linguistics, the world and the situation or more simply put, “we use context.”  Krashen believes that “i+1 is the key to providing comprehensible input that enables further acquisition to take place.”  Second language acquisition and literacy occurs through exposure by understanding messages, not necessarily “by consciously learning about language.” (Wright p. 51-52)

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               Comprehensible Input Video

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               Comprehensible Input Video

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“Language acquisition is a subconscious process; while it is happening we are not aware that it is happening, and the competence developed this way is stored in the brain subconsciously.” – Krashen