Understanding Subject-Specific Vocabulary

Every subject contains subject-specific vocabulary. Beck et al (2013) describe this as Tier Three terminology: specialist terms that students need to understand, recall and use with accuracy and confidence. Receptive vocabulary refers to words students recognise when they hear or read them, while expressive vocabulary covers the words they can use correctly in speech and writing. To access the curriculum, learners must be able to spell, pronounce, and apply these key terms; therefore, teachers play a central role in developing vocabulary.

Retrieval practice, the act of recalling information from long-term memory to strengthen learning, should not be limited to remembering facts. It can also be used to support vocabulary instruction. Retrieval tasks are most effective once vocabulary has been introduced, discussed and checked for understanding. The amount of vocabulary students encounter across subjects can feel overwhelming, but strategies such as making connections between words, repetition, and plentiful reading and discussion can help.

Vocabulary in the Language of Exam Questions

A strong grasp of vocabulary is essential if students are to understand the demands of questions and retrieve the correct answers. For example, the following questions contain key vocabulary in the phrasing:

Q. In what year was the assassination of Archduke Franz Ferdinand?
Q. Why do Buddhists follow the Eightfold Path, and how might it help them in everyday life?
Q. Why is it important to consider sustainability when choosing materials for a product?

Retrieval Practice Supporting Vocabulary Instruction

There are many direct benefits of regular retrieval practice; an indirect benefit is the versatility of this strategy. Students can embrace retrieval practice inside and outside of the classroom. There is a wide range of retrieval tasks that support vocabulary instruction, with examples and links included below:

• Fill in the blanks. Students select the correct keyword to complete a sentence.
• Students answer questions that test their ability to recognise and retrieve key terms.
• Bingo. Students are given a card of keywords, and the teacher reads definitions. Learners cross off the correct terms until someone completes a line or grid.
• Matching tasks. Students match key terms with their definitions.
• Talk Like an Expert. A verbal recall task where students use subject-specific terms in spoken responses. This task could be adapted to write like an expert.
• Vocabulary Grids. Using a 6×6 grid and dice, students locate boxes and retrieve relevant key terms beginning with the indicated letter. This can be played in pairs or groups. A free template is available to download
• The popular family-friendly board game can be adapted for the classroom to support spellings and provide opportunities for students to retrieve key terminology. You can download a free template here.
• Keyword Spotlight. A chosen term is put ‘under the spotlight’. Students provide a definition, use it in a sentence, illustrate it, make links to other terms, and create a question where the keyword is the answer. A free template is available to download here.

Vocabulary knowledge provides a firm foundation for academic success. Combining explicit instruction with regular retrieval opportunities allows students to practise and strengthen their vocabulary over time. This helps them recall and use key terms accurately and confidently, both in writing and in discussion.

To learn more about memory and learning in the classroom, you can complete the Science of Learning Programme as part of the Great Teaching Toolkit.

References

Beck, I.L., McKeown, M.G. and Kucan, L. (2013). Bringing words to life: Robust vocabulary.