Listening to Susie Dent (of Countdown’s Dictionary Corner fame) on a recent podcast share her favourite words I wondered how I had got so far in life without using words such as crambazzled (a professional social butterfly) or snuzzle (cuddling). I am always amazed at the amount of vocabulary we have available to express our ideas but also worry about how little our children have in their armoury.

Unfortunately, schools are reporting that, due to Covid, the vocabulary gap has potentially widened. Having taught the English curriculum in international primary schools for over 20 years, where most children are accessing the curriculum through their second language, and learning English at the same time as they are learning the curriculum, I have been fortunate to work in schools which have prioritised vocabulary and built language rich environments; where learning, and using vocabulary sits at the heart of the teaching and learning in all subjects and in every corner of the school, including the playground and not only in Literacy lessons. A recent report by Oxford University Press (2018) into ‘Why closing the vocabulary gap matters’, found that 49% of Y1 pupil’s learning is effected by their limited vocabulary.

So how do we develop a vocabulary rich environment in our schools? At risk of being philodoxical (one who loves their own opinion), it requires teachers and support teachers who are passionate and excited about language and who put talk at the heart of all they do. As a sailor the phrase I used to have pinned above my whiteboard was: Talk is the sea upon which all else floats.” (James Britton, 1970).

All pupils need to have their voice valued from the first day they step into school, as well as learning how to value the voice of others, peers and not just adults. Developing a culture where every child has a voice promotes self-esteem and confidence in their ability to talk, share ideas and discuss. This helps the child become aware that they are part of the learning process as well as being good for their well-being. Alex Quigley’s ABC technique is easy to employ – children Agree with, Build on or Challenge each other’s contributions. ABC helps children to talk, listen and contribute constructively. Teachers and support staff act as facilitators, they may repeat what the child has said summarising or clarifying it, use different vocabulary, improve syntax or add to the idea. This dialogue is their opportunity to expose children to not only new vocabulary but also inspirational and aspirational talk.

From Early Years on it is vital to bring parents and carers onboard through workshops so that they know the value of talking to their children. Sending home discussion activities as well as showing parents how to support reading by talking about the story are simple but valuable activities. These home discussions can happen in the child’s home language; by developing their ideas in their first language it will make it easier for them to learn the vocabulary to express these ideas in English when back in school.

Reading, as we know, is also one of the most effective ways to develop vocabulary, and those pupils who read early and more prolifically have a greater vocabulary toolkit.  The July 2021 Reading Framework has helped headline reading and most schools I have been working with are focusing on a range of aspects of developing a reading culture as part of their SIP.

So get talking, and make your school a flippercanorious (a blooming impressive) learning environment to be a part of!

Author: Sarah White