Authentic Vocabulary Instruction: Tips for Implementation
Teaching vocabulary from authentic source documents and having students develop their own vocabulary lists develops student buy-in, learning strategies, and confidence!
Note: this blog is part 3 in a series about Authentic Vocabulary Instruction for World Language classes. The post is best read following:
OK, you’ve curated a source. You’ve developed a task. You’ve given students lots of time to explore the authentic target language document. You’ve supported them through their struggle and they’ve emerged triumphant on the other side. They’ve added several dozen words to their receptive vocabulary.
Now what?
Well, there are still a few missing components in their vocabulary development.
“If you aren’t sure about something, admit it to the kids! Then look it up together. This demonstrates that language learning never stops and models the actual strategies we want our students to use.”
Pronunciation. This is a big one.
The ability to produce the vocabulary (i.e., mastery)
Some sort of accountability for their academic progress.
It’s time to move into parts 2 and 3 of your vocabulary instruction, the part where kids commit the new words to memory and complete an assessment.
But don’t worry; this is still student-led and you can still differentiate!
Vocabulary instruction, part 2: Developing Vocabulary Lists
Once students have had plenty of time to explore the authentic source, I ask them to collaborate to create a common vocabulary list for the unit. Here’s how it works:
Starting in small groups, have students create a list of the most important vocabulary words they found related to this unit.
Tell students how many words to include; I find 15-20 is about right
Students may use the source website and their work from exploring it, but may not use a translator!
When most groups have settled on a list, have each group type their chosen words into a classroom Google Doc. Display this document for the full class as students work. Be sure everyone can edit.
Lead a full-class discussion to settle on the class vocab list. Typically, if a word shows up on several lists, I’ll add that word to the class list. Type the class list on a separate document as students watch. Gently add articles and correct spelling and accents as you type.
If you aren’t sure about something, admit it to the kids! Then look it up together. This demonstrates that language learning never stops and models the actual strategies we want our students to use.
Usually, the first 10-15 words are easy and students must negotiate on the last 10 or so words. I try to keep the class list in the low
If students are missing an important word, feel free to suggest / add it.
If a student is alone in advocating for a particular word, encourage them to add it to their personal vocabulary list. I would never tell a student not to learn a word that is meaningful to them!
Save the class list, format it if you wish, and provide the final version via hard or electronic copies
If you have multiple sections of the same class, I’ve found their vocabulary lists are typically about 90% the same. You can tweak the final version so you’re only working with one list.
Conversely, you can give each class its own list, and include the common words in assessments so you don’t have to write multiple versions.
Sometimes on a vocabulary quiz, I’ll add a question like “Add two words you learned that didn’t appear in this quiz”.
I also use a lot of project-based assessments with instructions like “Include at least x different words from this unit.” This again gives students flexibility and choice in their learning. (Just make the number of required words high enough to demonstrate broad mastery).
Benefits of letting students create the list:
It gives students voice and choice in what they are learning
It causes students to analyze and evaluate the vocabulary. This is higher-level thinking than the traditional “memorize the list” approach
Students become invested in the vocabulary list. This practice has done more to create student buy-in than any other single activity in my classes.
Vocabulary Instruction Part 3: Reinforcing Vocabulary
Up to this point, students have received very little direct vocabulary instruction on their new vocabulary. They have already had multiple exposures to the new words, and today this learning will be reinforced.
I pass out the vocabulary list we agreed upon, with only the target language. I leave space to write in English translations or draw a small illustration, along with space for notes on pronunciation.
Rather than going through the list in order, I like to let students guide this presentation. I’ll call on a student - “Bob, tell us something you figured out on the vocab list”. Then we’ll talk about the word Bob mentions, clarifying the definition, any grammar concerns, and especially pronunciation.
Continue calling on students and working through the vocabulary list until all words have been addressed.
This is a great opportunity for students to shine. Typically I’ll call on less confident students first, giving them the first choice of words to ‘show off’ their learning. If a student is very fearful of answering in class, sometimes I’ll privately mention to them “I’m going to ask you to share one of your words with the class… which one will you share?” This gives the student time to prepare and even practice what they’ll say with you if needed.
Final Thoughts:
Using a student-centered approach to vocabulary instruction builds confidence and teaches language-learning strategies. Students often tell me that by the time we reach Day 3, they already know most of the words for the unit. Although it took a few lessons to get there, the learning was deeper because it involved high engagement and multiple exposures in a meaningful context.
The result? Students add more words more quickly to their active vocabulary.
As one student told me, “I like that I can figure it out on my own. I don’t have to be told.” (Grace - 10th grade).
From this comment, I can tell that Grace has developed effective strategies to learn language on her own, and as a result she has the confidence to make it happen. This is my dream for all my students, and it’s the result of effective classroom practice!
Do you have tips or observations from teaching with Authentic Vocabulary? Share below!
See my entire collection of Authentic Vocabulary lessons (available in French, ELL, Spanish, & Portuguese) on my Teachers Pay Teachers store.
