Sound familiar? We have all been there.

Our next ​‘Vocabulary in Action’ poster breaks down some of the common roadblocks we encounter when we take direct vocabulary teaching live in our classrooms.

Why is teaching vocabulary harder than we might first imagine?

There are lots of misconceptions about the domain of vocabulary itself, sometimes held by pupils themselves.

Many words have multiple meanings depending on the context in which they are used. For example, the word ​“bank” can refer to a financial institution, a sloping landform, or the act of tilting to one side. This complexity means that for pupils using the dictionary, this can prove tricky and is not the easy solution we may assume.

I’ll never forget Abdullah, Year 3, dashing into my classroom, exclaiming: ​‘Samuel took my ball! I feel absolutely desolate, Miss!’ While synonyms may share similar meanings, they often have nuances that make them appropriate in different contexts. For example, ​“happy” and ​“joyful” are synonyms, but ​“happy” implies a more general sense of contentment, while ​“joyful” suggests a more intense emotion. Understanding these nuances can help you choose the right word for the right context. Did poor Abdullah really feel ​‘desolate’, I wonder

Misconception: Repetition is the only way to reinforce long-term retention

The new misconceptions poster helps us reflect on wider beliefs. We may think that repeating words multiple times is the only way to reinforce learning. However, immediate interaction can provide further active, engaging and ​‘sticky’ ways for pupils to reinforce their understanding of vocabulary. Teachers can use immediate interaction by asking pupils to use new words in sentences, or engage in debates and discussions. How does this impact on teaching and learning?

The trickiness of the domain can lead to all sorts of barriers when we take approaches into our classrooms. These misconceptions can create traps that are very easy to fall into in our teaching, curriculum design, and teacher professional development.

How can I use this resource?

This misconceptions posteris designed as a sister resource to our six, evidence-informed techniques for vocabulary teaching here: Vocabulary in Action. Use these two resources together to unpick some of the most common roadblocks we might encounter around approaches for direct vocabulary teaching.

This resource is intended to promote rich conversation and reflection around our choices. To carry on the conversation, take a look at our recommendations for vocabulary teaching in our suite of literacy guidance reports. Don’t forget to give our vocabulary and language podcast a listen to hear in-depth discussion about some challenges associated with language teaching.