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Kelsey Goodson
Professor Reilly
EDUC 359: Introduction to ELL
11 September 2015
Affective Filters and ELL
Affective filters pertain to a learning environment and the negative connotation that a student may
associate with one on a daily basis. Affective filters encompass a students emotional and motivational
response to a given space. Some classrooms have high affective filters in which a student would often
times feel anxious, angry, confused, and an array of other negative emotions due to a lack of support or
due to an environment in which the other students or the teacher may criticize or humiliate said student.
Ideally, a classroom maintains an affective filter that lies somewhere in the middle. Its not too high so
students feel constantly ill at ease, but it isnt too low either, otherwise students would fail to be motivated
and would take advantage of the laxness. A midway affective filter would not unnerve the student too
much but would unnerve them just enough so they are given that little mental push to put in a substantial
amount of effort.
Affective filters differ from other teaching styles due to the fact that they largely focus on the
environment rather than a particular style of teaching. However, teacher attitudes essentially create the
affective filter. If a teacher has a negative attitude, this will translate to their teaching, and ultimately to
their classroom and students. For instance, if a teacher is indifferent to his or her students, its very likely
that many students who sense the atmosphere of indifference will respond in kind and put in minimal
effort and participation. Alternatively, if a teacher has a habit of picking on one student and causing them
embarrassment, the other students may follow that teachers example and begin acting out in a similar
manner towards that student. The teachers goal is to model respectful behavior and to interweave it in
such a way that it becomes a seamless fact of the classroom and fosters positive interactions among

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students. The teacher must not only teach but create a safe environment in which students can
successfully learn.
Affective filters go hand and hand with ELL. Many ELL students who enter a classroom are
already nervous, fearful, and likely reticent to speak or interact with either their peers or teacher. Many of
these students are likely walking in with a negative attitude. Unable to effectively communicate, they
must initially rely on their perceptions and gut instincts. If an ELL student is surrounded by peers who
laugh at their shortcomings with language, and a teacher who becomes annoyed when this student is
unable to answer, they will likely shut down and stop trying altogether. If they perceive the classroom
environment as unsafe initially, then it will be very difficult to reconstruct their perception later. First
impressions are important as are consistent positive interactions. When ELL students mispronounce a
word or have trouble reading a text, their peers should support them by offering assistance, as should the
teacher. However, these students also need to be challenged so they do not collapse into themselves and
give up. They need to be urged onward so they commit to their own learning. It is therefore extremely
important that the affective filter remains in the middle so the student does not feel ashamed of their
shortcomings but also isnt at ease with them to the point where they dont care whether or not they
improve.