Lowering the Affective Filter When Managing Multiple Languages and Cultures in the Classroom

Photo credit: Loudoun County Public Schools

BY VIRGINIA RODRIGUEZ

In ESL studies, it is widespread knowledge that numerous strategies exist to support language acquisition. One strategy that deserves the spotlight on this list is lowering the affective filter, which refers to an invisible set of variables that impact second-language acquisition. You are in control of one of the most important of these variables: yourself. When the teacher’s affective filter is high, obstacles hinder progress for all parties involved.

MANAGING EXPECTATIONS

At any point in the school year, you will likely welcome students who are new to the country and do not yet speak English. Due to myriad expectations, you may worry when you realize a student cannot access instruction because of the language barrier. Before you grow alarmed, know that if the student just arrived in the country, no one expects that to happen instantly (and if it does, it’s a most welcome surprise).

This is not a license to lower your expectations. On the contrary, your expectations should remain high. This is an invitation to permit yourself to prioritize language development over content instruction. Students need time to acquire language, and though you may not see the fruits of your labor, you can equip them with language for their journey ahead. When you shift your focus, your affective filter is lowered. You can then pack your patience and empathy for the next steps.

A POSITIVE CLASSROOM CULTURE

Now, focus on managing students’ affective filters. Suppose you’re lucky enough to begin the school

Photo credit: Prince William County Public Schools

“Create a safe space where students embrace their distinctiveness, share the common goal of acquiring language, encourage one another and equally respect diverse cultures to ensure a positive classroom environment.”

year with a class full of emergent bilinguals with varying degrees of language proficiency. In that case, you can at once lay solid foundations for a positive classroom culture. Emergent bilinguals come from exceptionally diverse backgrounds and have unique languages and experiences. Create a safe space where students embrace their distinctiveness, share the common goal of acquiring language, encourage one another and equally respect diverse cultures to ensure a positive classroom environment.

Part of maintaining an inviting space entails deliberate planning and a degree of self-reflection. Integrate resources into your curriculum that expose students to diverse languages and cultures. Strive for equal representation, so you don’t inadvertently validate one culture over another.

In a safe space, students view errors as necessary parts of the learning process. Confer frequently with students to communicate feedback on content already taught, being careful not to overwhelm them with rules of new instruction.

A SILENT PERIOD

Recognize the symptoms of culture shock. Silence, isolation and/or lack of motivation in a newcomer may be signs of an elevated affective filter, a hindrance to language development. Assume that students who recently arrived in the U.S. are proud of their language and culture and may feel that by speaking English they are betraying their values. Find time to frequently engage students during small-group instruction to encourage them to take risks.

A GENUINE INTEREST

You’ve likely been advised to “build relationships” with students. This is vital: Approach students with a sincere interest when learning about their language, cultures and stories. While they may not yet speak English proficiently, students recognize if you’re not taking a genuine interest in their progress. Nonverbal language is universal, and one cannot conceal frustration — not even with children — regardless of how many ingenious steps one takes to disguise it. Students recognize facial expressions, tone and hostility in all languages and cultures.

To summarize, welcome a newcomer as an opportunity to grow your craft. Remember that students are not empty vessels ready to be filled with the English language and to become acculturated into your classroom community. To prepare them, strive to manage both your and your students’ affective filters to increase the effectiveness of second-language development. As students become increasingly proficient in English, their motivation and confidence will soar, and they will gradually be ready to tackle their gradelevel curriculum. 

AUTHOR BIO: Virginia Rodriguez

Virginia Rodriguez has worked for over 17 years in the field of education in a variety of capacities, including elementary and high school teacher, reading interventionist, and college instructor of English. She continues to be a lifelong learner and mentor to teachers in CFISD as an elementary bilingual/ESL curriculum coach.