The problem with words and vocabulary

Vocabulary is great at times, but we are in danger of infantilising students, if all we do is teach words. 

For teachers of A-Level English Language we are familiar with how children acquire language. After babbling, children start the ‘one-word stage’ at about a year old. Children learn words and use them for a range of functions. Take the word ‘ball’. In the one-word stage, it can mean a number of things. I want the ball. Where is my ball? This is my ball. The word has multiple meanings because the child has yet to articulate those meanings. As the child develops, they move through various stages. The ‘two-word stage’ where children connect words together - ‘ball park’. Then, ‘telegraphic stage’ where children produce three or four word utterances - ‘give ball me’. 

The problem around vocabulary in secondary school is that we often teach it like students are in the ‘one-word stage’. We use the word to point at things. ‘Indigenous’! We might offer them a sentence which models it, but we don’t help to tether it. Words don’t sit on their own. They connect to other words. The gang up with others. They work as a team with several others. They are connected. 

Yes, we teach words, but at the same time, teach them connected words tethered to others. Here’s some examples for poetry. 

Charge of the Light Brigade	Exposure
bombastic emotive  epic fast-moving glorifying immortalising jingoistic lyrical passionate patriotic rhythmic romanticised rousing stirring visual	atmospheric bleak melancholic nightmarish painful personal pitiful psychological realistic slow-paced stoic visual
imminent danger personal cost cannon fodder failed advance celebrated sacrifice inspiring act valiantly facing death blind faith badly outgunned	bleak depiction of suffering collective loss of faith constant feeling of being in edge driving force emotional roller coaster of suffering experienced soldiers futility of war harrowing experience horrific fare true cost

 

Remains	Bayonet Charge
anecdotal colloquial confused disjointed dreamlike graphic  haunting informal nightmarish patriotic psychological questioning shocking visual vivid warning	challenging confused desensitised determined discovery distancing emotionless futile helplessness isolating patriotic proud questioning reflective repressed stoic thoughtful
broken soldiers with broken minds distant memories functioning minds hazy memories immaturity of soldiers lack of understanding mental consequences ordinary people sleep walking stain on his soul traumatic events	a great masterplan a helpless pawn a moment of clarity a tool for war awaken to reality blind faith challenging deceptions dutiful soldiers psychological conflict thoughtless actions unwanted memories

London	War Photographer
accurate angry challenging corruption critical freedom haunting illuminating lyrical moralising political realistic simplistic uncovering visual	angry apathy cynical desensitised emotionless haunting moralising muted poignant repressed simplistic sombre   stoic visual voyeuristic
consequences of revolution controlling authorities impact of capitalism physical and psychological imprisoning powerful ruling class social commentary stark inequalities and injustice suffocating society visible hypocrisy	blind to the truth contrasting worlds distraction from life hidden suffering insignificance of events lasting impact sacred to face the reality selfish society simplification of war the reduction of importance

Ozymandias	Storm on the Island
anecdotal arrogance attacking bombastic critical god-like ironic political pride satirical timeless tragic visual vivid	conversational deceptive disgusted inclusive political realistic restless sensory symbolic understated uniting visual
corrupting influence of power futility of mankind hierarchical power structures inequality between different people ruling class social commentary the arrogance of mankind unstoppable force of nature	destructive yet deceptive force imminent danger lack of protection limited power of man practical nature of living suffering of humanity underwhelming power vast power of nature

Emigreé	Poppies
anecdotal childish fearful hopeless impressionistic melancholic oppressive personal questioning sensory visual	ambiguous bonds  disjointed emotional maternal metaphorical nostalgic personal relationship reminiscing romanticising sensory symbolic visual vivid
a picture of displacement a question of identity beyond control outsider’s perspective sense of belonging sense of innocence strong connection / bond unconditional love	helpless bystander human sacrifice live and breathe the pain maternal bond outsider’s perspective public visual display the memory of tactile moments of care unconditional love young, free and innocent

My Last Duchess	Kamikaze
controlling domineering anecdotal reminiscing powerful sinister ominous misogynistic euphemistic objectifying dehumanising insecurity boasting smothering paranoid	ambiguous bonds  disjointed emotional metaphorical nostalgic personal relationship reminiscing romanticising sensory symbolic visual vivid
low-class position dark undertones male gaze aristocracy possession rather than person jealous tendencies	Internal conflict dishonour the family bring shame past innocence ostracised and rejected silent rejection

Tissue	Checking Out My History
controlling domineering anecdotal reminiscing powerful sinister ominous misogynistic euphemistic objectifying dehumanising insecurity boasting smothering paranoid	ambiguous bonds  disjointed emotional metaphorical nostalgic personal relationship reminiscing romanticising sensory symbolic visual vivid
low-class position dark undertones male gaze aristocracy possession rather than person jealous tendencies	Internal conflict dishonour the family bring shame past innocence ostracised and rejected silent rejection

However, words and phrases alone don’t work alone. Sometimes, we need to give wider structures. The infamous sentence starter has changed in my eyes. I don’t use them in the way I once did. Instead, I use a range of sentence structures of a theme. See the example below. 

The link for the document is here: 

https://www.dropbox.com/scl/fi/n67vzrjmio7ssq5ukc19r/Talking-about-character.docx?rlkey=f2icjp08y8p17zfvv9447pccg&st=waof2gx4&dl=0

Formulating ideas, doesn’t just mean words, phrases but also some syntactic structures. Now, the sentences above aren’t going to blow anyone’s mind, but they address the idea we are exploring about character. If we are genuinely concerned about improving oracy, then we need to look at how students structure utterances. They need structures to work with. Yes, speech is quite nebulous and free, but students need guidance on how to extend, expand and develop ideas. 

The above sheet is a tool for discussion. I can simply focus on one area or get students to pick what they want to focus on when looking at a text. The sentence is the starting point for us to explore and develop things. Students need guidance on how to connect words, phrases and ideas. Otherwise, we end up with word soup. They use some fancy words, but not in any meaningful way. Starting with a simple sentence construction allows them to add, develop, extend and connect. 

Our subject is a bit more than words, words, words. It is words, phrases and syntax! 

Thanks for reading, 

Xris