Vocabulary Lists in the Language Classroom

I know in the ASL classroom vocabulary lists are a hotly debated issue. Some people love them some people loathe them and there are others who don’t really have an opinion. For me, I do use vocabulary lists and I want to explain to you how and why I use them.

I make a list of vocabulary words and I place them in a folder on the school’s learning management system. I do not copy them and distribute to students, I do not have students write the parameters to each of these words, and I don’t have students check off the words as we go. But you most certainly can require this if you want.

I do use the lists as a study tool for students and for parents. The list is there if they choose to use it. There is an expectation of what terms I want students to know and parents have access to that list to help support their student study at home.

When you take a more authentic approach to learning a language (proficiency) the vocabulary list may not be the most authentic way to have students learn the language. It may actually inhibit them from learning other key words and phrases the teacher did not add to the vocabulary list. It may actual stifle creativity and language expansion.

What I want to share with you is an easy change to the vocabulary list that may increase your student’s knowledge of the language, take work off of you, and allow for independent learning.

Vocabulary List = Student Power

As a teacher, I need my vocabulary list. It helps guide me through my unit theme and helps remind me I need to teach these specific words. Without a list, I forget. However, our students don’t really need that. They can do just fine without the list and maybe even thrive without it. We may be holding students back when we focus on “the list.” As teachers we need to provide function vocabulary and students can pick up the detail vocabulary as we teach. The detail vocabulary might be different for each student and that is OK. Students are going to pick up and remember different terms that are unique and relevant to them.

This is where a graphic organizer can come into play. I first learned this idea from Kara and Megan at Creative Language Class. I love so many of their ideas and their teaching philosophy.

Why I use graphic organizers

After reading about students taking ownership of the vocabulary they learned, I was hooked. I loved this idea. Why was I making list to give to students? I know the answer to this question – it covered me if a parent questioned my teaching practices or assumed the student did not have access to information in the classroom. Hence, I made vocabulary lists. And I have left them in the locker for access.

However, now I use various graphic organizers and give students time to process what they have learned. The graphic organizer allows students to be independent learners and take ownership of their path to proficiency.

If your goal in your class is language development and communication, this is a great way to guide your students to become language learners.

How do I use graphic organizers in the classroom

I actually have different graphic organizers depending on the unit I am teaching and what is being covered. I also have very generic organizers that work with any unit. I give options for students to use and they pick the one that works for them. Sometimes, they even create their own.

I make the graphic organizers digital and place them in Google Classroom. Students choose one to use. I don’t force students to write the parameters for each word but share this one as one idea or one way to do it. You can certainly require this. If a student does not like to type and prefers to write, I make them a copy of the document.

You can choose to check this off as an assignment for accountability or just score them on their ability to communicate on the performance exam. You know your students best.

Helpful tips to get started

• Choose an organizer that works for you and your students.
• Allow time daily at the end of the lesson for students to write down what they learned.
• Allow students to control their list and don’t micromanage it.
• Use their list to guide you in instruction and fill in the gaps – look at what they are missing and what they are taking away.
• Provide tips for how they can use the lists – online dictionaries, writing the parameters, quizzing a friend

Starting the process

I hope you can find a way to start using vocabulary lists in a new way. We would love to hear how you make your vocabulary list more student centered. Join us on Facebook.