Making
Vocabulary Stick
You
know that moment in class when a great word or phrase pops up- either from you
or a learner- and it feels really useful… But by the next lesson, it’s vanished
into thin air? If you want some ideas to stop that happening, keep watching.
If
this is the first time we’re meeting, I’m Jo Gakonga, I’m a CELTA tutor and
Assessor, an MA tutor and I’ve got a website at ELT-Training.com where I make
video-based material for teachers at all stages of their careers. Check it out
and don’t forget to like and subscribe if you want to see more. I make a new
video every week.
I came across a great post recently on LinkedIn by Dylan Gates. He shared this graphic
summary of strategies from *Teaching Unplugged* by Scott Thornbury and Luke
Meddings. It’s originally aimed at
emergent language, but in honesty, I think these ideas ring true for any new
vocabulary you teach.
So, here they are, in quickfire format! Try to remember them as we go through. There’s
a test at the end! Are you ready?
Reward it: Acknowledge and value
it when learners use new language.
Retrieve it: Write
it down somewhere visible so it doesn’t disappear.
Repeat it: Use it again. Then
again. Repetition really helps it stick.
Recast it: Reformulate the
language naturally if they don’t get it quite right. Model good usage of it.
Report it: Ask learners to share
something they heard using that new word or phrase.
Recycle it: Reuse it in a
different task or context to deepen their understanding of it and how it’s
used.
Record it: Encourage learners to
jot it down themselves, in a notebook, on an app like Quizlet- whatever works
for them- AND for you.
Research it : Get
them to notice patterns in how the language is used or explore related
expressions.
Reference it: Tie
it into the course aims or syllabus or simply what you teach in the next lesson
if it’s possible.
Review it: Bring it back later
in the lesson and give it another airing in your next class, or the following
week- a vocabulary box is great for this!
So, there’s
the 10 from Thornberry and Meddings. There’s one more for you. This one came
from Maria José Dearmas Mendez in the comments and I think it’s helpful…
Reflect on it: Ask
learners to think about how and why the language was useful. That reflection
can really help cement it.
Right! That’s the lot. But here’s a little challenge to finish. Can you
remember all 11 without going back?
No pressure, just see how many come to mind. It’s a great little reminder of
how learners feel too, isn’t it?
If you found that useful, feel free to share it with a teacher friend and check
out all of the material I have for you on my site. See you again soon.
