We acquire language when we understand what is said.

Comprehensible input is language input that can be understood by listeners despite them not understanding all the words and structures in it. It is described as one level above that of the learners if it can only just be understood. According to Krashen's theory of language acquisition, giving learners this kind of input helps them acquire language naturally, rather than learn it consciously.

Here is a video of Krashen himself explaining and demonstrating comprehensible input.

comp_input.mp4

A critical piece of comprehensible input is to include visuals in your teaching. This video has a teacher demonstrating how she uses visuals to support the comprehensible input in her teaching for her language learners.

The Affective Filter

In the 1970s and early 1980s, Stephen Krashen theorized that in order for students to learn or acquire a second language, they would need to be in an environment that was not stressful and where they felt they could be safe to make mistakes without ridicule. This is something we talk about ALL THE TIME now but back then it wasn't discussed much.

Krashen also was specifically talking about Second Language Acquisition classrooms. Now everyone is taught to make their class a safe space.

If you think about what it takes to learn another language, you do really have to put yourself out there and take risks. If you are in a class where you can do that comfortably, your affective filter is lowered. You feel safe and supported. If you are in an environment where you do not feel supported... maybe you feel like your peers will laugh at you if you mispronounce a word...this is the same as a higher affective filter. Imagine it is a block that keeps you from learning (and stress will do that to you!).

As teachers, we need to lower the Affective Filter of our students.

We do this by making them feel safe, that we value their native language and culture, and we value them.

Examples of teacher behaviors that lower the affective filter:

pronouncing students' names correctly
greeting students as they arrive each day
learning about students
incorporating their interests and cultures and languages into the classroom

Examples of teacher behaviors that raise the affective filter:

making disparaging remarks about a students' home language and/or culture
making blatant or subtle comments about a students' home language or culture or abilities
ignoring students' home languages
"forcing" students to use only English
not addressing bullying or peers negative behaviors

affective filter

In this video, some teachers discuss tips for working with newcomers. The teachers discuss both comprehensible input as well as lowering the affective filter. Identify strategies for lowering the affective filter as well as comprehensible input!