A Critical Examination of the Beliefs about Learning a Foreign Language at Primary School

support arguments in favour of a preparatory programme which challenges
stereotypes and cultural prejudices rather than an early start in a particular
language as such. Whether cultural issues need to be learned, or even are
best learned, through the foreign language, especially in the initial stages,
would seem to be questionable. Extensive research by Byram (1989,1997)
suggests that simply exposing children to a foreign language does not
necessarily change children's attitude towards a culture and the speakers of its
language. Teaching which is largely based on survival tourist transactions can
also reinforce rather than eliminate cultural stereotypes and prejudices.

4.4.2 Low Affective Filters

Krashen & Terrell (1988: 19) argued that a positive attitude towards speakers of
the target language resulted in a low 'affective filter' which in itself is said to
result in less inhibition and a lower degree of self-consciousness in the learner.
Learners with low affective filters are assumed to be more prepared to take risks
and less worried about making mistakes or failing. Children are said to have
low affective filters and to be less inhibited and self-conscious than more mature
learners. These attributes are likely to benefit the Ieamer who finds himself in a
natural context where the less inhibited learners are more likely to seek contact
with target language speakers and are therefore likely to obtain more language
input. In the classroom, however, low affective filters take on a different status.
That filters are said to rise during adolescence has already been discussed.

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