One strategy, from the American Psychological Association, is to applaud risk-takers. In the work environment, appreciating risk-takers shows the employees that their superior is interested in their ideas and encourages them. In language classrooms, risk-taking not only involves expressing their own opinions on a topic, but contributing to discussions, answering questions, and questioning the teacher. Showing students that you value their effort, no matter how small, encourages them to take more chances. For example, I try to thank each of my students who raises their hand or calls out an answer. For me, even spontaneous responses show engagement, and I want my students to know that trying matters more than being correct. Of course there does need to be a balance of not applauding too much. But, when initially creating a psychologically safe classroom, I think it is worth noting the risk takers to show the class that effort is appreciated, then challenging them more as their confidence builds. 

From the Center for Creative Leadership, inclusion safety is the first step in creating psychological safety. In language classrooms, noticing who stays silent is just as important as praising those who speak. Sometimes it can be difficult to include quieter students based on class size and student willingness. When I taught large classes of 50 students, it was quite difficult to support everyone, but now, with smaller classes, it is much easier to connect more personally and check in on my quiet students. Despite wanting my quiet students to join in class, the one thing I make sure to do is to never call shy students out publicly because when I was a shy student, that was my worst nightmare! Instead of causing my students anxiety, I check in with them one-on-one or place them in pairs or small groups to help them gain confidence. I think this gentle encouragement shows them that their voices belong in the classroom, and over time they can feel more confident to speak up, too.

A final strategy that I have found works particularly well is to model vulnerability. Perhaps this can be a challenge for some people, but for me personally, I prefer my students to see me not as an all-knowing teacher, but a human doing their best to facilitate learning. When teachers show that they too make mistakes, it signals to students that learning is a shared process. For example, I currently teach an intensive English course, and I see my students three times a week. Once we were checking the answers for textbook work, and I did not know the correct answer to a student’s question. I admitted this openly and looked up the answer with the class. They laughed when I turned out to be wrong, but in the next session, I noticed more students volunteering answers. Mistakes make for excellent learning material, and when educators treat their own mistakes that way, students also feel more comfortable taking their own risks.

When students feel safe to speak, they also feel safe to learn. By appreciating risk-takers, ensuring inclusion safety, and showing our own vulnerability, we create classrooms where communication thrives. Every small moment of encouragement builds trust, and that trust turns hesitation into participation. In the end, language learning is not just about words; it is about courage. And as teachers, we have the power to make speaking feel less like a risk and more like an opportunity.