“Language acquisition proceeds best when the acquirer is ‘open’ to the input, not ‘on the defensive’; not anxious about performance.” Stephen Krashen
Teaching Multilingual Learners (MLs) in subject-area classrooms comes with unique challenges, but understanding Stephen Krashen’s Affective Filter Hypothesis can help create an environment where students feel confident and ready to learn.
What is the Affective Filter?
Krashen explains that emotions like anxiety, fear, or embarrassment can act as a "filter" that blocks language learning. When MLs feel stressed or self-conscious, their brains are less open to acquiring English or any other Second Language. On the other hand, when they feel safe, supported, and motivated, they learn language much more effectively.
In most cases, content teachers don’t need to be language specialists to support MLs— they just need to create a low-stress, high-support learning environment. There are 3 ways teachers can lower the Affective Filter.
Creating a Supportive Classroom Culture
The first step in lowering the affective filter is fostering a welcoming and supportive classroom environment. When students feel that they belong, they are more willing to take risks with language. Small but meaningful actions—such as learning and correctly pronouncing students’ names—help build trust. Encouraging a growth mindset by celebrating effort rather than just correctness also reduces fear of making mistakes. Additionally, assigning MLs to work with patient and supportive peers in structured group activities can provide a sense of security and allow for meaningful language interactions.
Reducing Anxiety in Classroom Participation
Speaking in a new language can be intimidating, especially in content-heavy classrooms. Teachers can reduce stress by implementing low-risk participation strategies. Instead of calling on MLs unexpectedly, offering them time to think before responding, such as through a "think-pair-share" activity, allows them to process information more comfortably. Using alternative response formats, such as drawing, acting, or responding with sentence starters, also gives MLs a way to demonstrate understanding without the pressure of perfect oral language production.
Another way to make participation safer is through covert error correction, a strategy I discuss in more detail in my recent article (Building confidence in MLs through Covert Error Correction) on the topic. When teachers correct mistakes subtly—by recasting a student's response rather than pointing out the error directly—MLs feel more comfortable engaging in conversation without fear of embarrassment. This method allows for natural language development while preserving confidence.
Providing Comprehensible Input
Krashen’s Input Hypothesis suggests that MLs acquire language most effectively when they are exposed to comprehensible input—language that is just slightly above their current proficiency level. Subject teachers can support this by using visuals, gestures, and real-world examples to make content more accessible. Speaking at a clear but natural pace while emphasising key vocabulary helps MLs process new information. Allowing students to take notes or brainstorm ideas in their home language before responding in English also bridges understanding and promotes deeper learning.
Conclusion
A multilingual learner’s ability to succeed in a content classroom is deeply influenced by their emotional experience. When teachers create a safe, supportive, and language-rich environment, MLs feel more confident taking risks, engaging in discussions, and ultimately acquiring both language and content knowledge. Lowering the affective filter is not just beneficial for MLs—it fosters an inclusive and collaborative classroom where all students can thrive.
References
Cummins, J. (2000) Language, Power and Pedagogy: Bilingual Children in the Crossfire. Clevedon: Multilingual Matters.
Krashen, S.D. (1982) Principles and Practice in Second Language Acquisition. Oxford: Pergamon Press.
Krashen, S.D. (1985) The Input Hypothesis: Issues and Implications. London: Longman.
Lyster, R. and Ranta, L. (1997) ‘Corrective feedback and learner uptake: Negotiation of form in communicative classrooms’, Studies in Second Language Acquisition.
Vygotsky, L.S. (1978) Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
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