Recycling vocabulary

Most language courses are delivered using a topic-based approach where a set number of weeks are dedicated to exploring a chosen topic. This is a great way to develop a range of relevant vocabulary, expressions and key structures to help learners feel more confident to engage in conversation or tackle specific situations. It’s also great way to organise learning and provide structure to a course.

The trap that we can risk falling into with this approach is ‘compartmentalising’ vocabulary and almost, unintentionally, encouraging learners to create word silos. This means that each time a new topic begins, the learners can feel that they are starting with a blank page.

However, for most, if not all topics (at every level) it is very useful to start by recalling and actively looking back at previously learned vocabulary that links with the new topic. So much vocabulary is recyclable and transferable but we don’t always exploit this and highlight the ‘mobility’ of the language.

For example, if you are introducing a new topic focusing on Health and Well Being, and have at some stage worked on Free Time and Food & Drink, even if this was a long time before, it is very worthwhile encouraging learners to retrieve as much vocabulary from these topics as is relevant as possible.

Depending on how long ago these topics were studied, the learners’ level and the learners’ confidence, you could use focus on passive recall, active recall or ideally, a mix of both.

For passive recall, I like to use short passages flooded with transferable structures to do listening activities such as faulty echo, listening bingo or fill in the gap. Or if learners are less confident, I like using Mosaic translations first before moving into listening activities.

For active recall, I like to use scaffolded translations or mini pyramids, or word association. For word association, I split the learners into pairs or trios and give each group an A4 sheet with one trigger word. I then give them one minute to jot down as much vocabulary as possible related to this word. I then pass the sheets from group to group until each pair or trio have added to each sheet. When using Zoom, learners all work on the same trigger words in Breakout Rooms and we feedback more regularly.

Once the learners have spent some time recycling ‘known’ vocabulary and expressions, they always seem so much more confident to tackle a new topic. It really helps them to focus on what they know, not what they don’t know.

Our resources, worksheets and accompanying audio, encourage vocabulary to be recycled and can be found in our Resource Centre.