This document discusses strategies for creating a supportive classroom environment for English learners based on Stephen Krashen's affective filter hypothesis. It recommends three areas to focus on: 1) modifying your delivery style to speak slower and clearer, 2) establishing consistent classroom procedures with visuals, and 3) presenting instruction in multiple modalities. The goal is to lower students' anxiety and increase engagement so they are not afraid to take risks with the new language. Specific strategies include allowing think time, modeling language, assigning buddies, using multisensory materials, and reflecting on one's own cultural awareness.

1. Creating a Climate for Learning
Strategies for Teaching English Learners in Regular
Classrooms

2. The idea of
“Classroom climate”
falls under which of
Krashen’s
hypotheses?

3. 3
• From Steven Krashen’s theory on second language
acquisition
• Five Hypothesis
• Hypothesis # 5—The Affective Filter
• Addresses social/emotional variables relating to
2nd language acquisition
• Anxiety, fear, nervousness, or stress causes a
defense mechanism (Affective Filter) that blocks
learning:
Input Output
p. 1

4. 4
• English learners need a low-anxiety learning
environment
• New country, new culture, new school produces
fear and anxiety
• New language to learn
• New culture and all that implies
• New ways to act and learn in
a new school situation

5. Three areas:
 1. your delivery style
2. classroom procedures
3. Modify teaching methods

6. Work on building an atmosphere of
acceptance where English learners:
• Feel free to take “risks”
• Are not overcorrected
• Feel that their home language & culture are
valued
• Know that the teacher knows about
both their language and culture
• Are not in fear of being teased or mocked for
language mistakes
Modify

7. p. 2

8. • Allow think time when calling
on an EL
• Model appropriate language
• Modify your speech--slower,
clearer
•Try “parentese”—repeating,
rephrasing
•Look at class when speaking
• Provide other adult English
interaction

9. • Put English learner “on the spot”
• Over correct
• Speak very loudly, or so slowly that
speech is distorted
• Take for granted that EL’s will know
about American culture (birthday
parties, Thanksgiving, etc)
• Talk with your back turned (writing on
the board, etc.)
• Forget that understanding oral
language alone is the EL’s weakness

10. •Set up routines that are always followed:
 Day’s schedule on board—students know what
is coming and can organize materials
 Assignments on board—not
given verbally only
 Place to put finished assignments,
pick up graded work
 Place for belongings
 Opening exercises
 Restroom requests
2. Modify Your Classroom Procedures

11. 11
Other Procedures
 Put classroom procedures/rules on a poster
with drawings to help comprehension.
Use repetitive language for whole-class
directions.
 Assign a “buddy” for each EL student.
o A bilingual student who speaks English well
o A native speaker with a desire to help
p. 3

12. 12
3. Modify Teaching Methods
•Present instruction in several modalities—oral with
• Realia, pictures, charts, graphs, mind-maps, videos, writing
on board, word walls
• Manipulatives
• Motions
• Moving
: use to learn facts

13. Add a multicultural
component to a lesson or
unit
• Use in an appropriate
context
Helps ELs by
• Making them “experts” in
an area
• Validates their experience
• Learning experience for the
rest of the class
13
3. Modify Teaching Methods

14. • Complete the self-assessment
checklist
• Think about your attitudes,
presuppositions, & yes, even
prejudices regarding EL’s in
your classroom.
Self Assessment:
How am I doing?