In every classroom, vocabulary is doing more work than we often realise.

It’s not just about learning new words. It’s about whether learners can access the curriculum, participate in lessons, and show what they know.

For multilingual learners, this is especially important.

Because when learners don’t have access to the language of the classroom, they don’t just struggle with communication. They are locked out of learning. And crucially, they are often expected to navigate this in a language that is not their own.

“They understand… but they can’t explain it.”

This is something I hear all the time.
A learner is engaged. They’re following the lesson. They can point to the right answer. But when asked to explain, they hesitate or say very little. This is often interpreted as a lack of understanding. But in many cases, it’s not a thinking problem. It’s a language problem. Learners have the ideas but not yet the vocabulary to express them.
And like all learners, they make sense of those ideas by drawing on the language(s) they already know.
When that resource is not acknowledged or used, the gap between understanding and expression only widens.

Every subject has its own language demands

Every subject brings its own vocabulary, structures, and ways of expressing ideas.

In history, learners need words like empire, invade, and civilisation.
In geography, they encounter terms like erosion, climate, and source.
In science, the language becomes even more specialised and abstract.

If we don’t make this language explicit, we are asking learners, especially multilingual learners, to access complex content without the tools they need.

And too often, we expect them to do this only in English.

But learning doesn’t happen in one language.

Learners naturally draw on their full linguistic repertoire to make sense of new ideas; making connections, translating meaning, and linking new vocabulary to what they already know.

When we recognise and allow this, we increase access.
When we restrict it, we make learning harder than it needs to be.

Not all vocabulary is the same

It helps to think about vocabulary in three tiers:

• Tier 1: everyday words (e.g. big, run)
• Tier 2: academic words (e.g. analyse, compare)
• Tier 3: subject-specific words (e.g. photosynthesis, empire)

For multilingual learners, Tier 2 and Tier 3 vocabulary need to be taught explicitly. These are not words that are easily picked up through exposure alone.

They need to be connected to meaning and often, that meaning is first understood through a learner’s home language before it can be expressed confidently in English.

What doesn’t work (and why)

Many traditional approaches to vocabulary are still common in classrooms:

• Copying definitions
• Long vocabulary lists
• One-off explanations

These can give the impression that vocabulary has been “covered”. But they rarely lead to deep understanding or long-term retention. More importantly, they don’t help learners use the language or connect it to what they already know in other languages.

What does work: 5 simple, high-impact strategies

Use and value learners’ home languages to deepen understanding and support vocabulary development.

Small, intentional changes can make a big difference.

1. Pre-teach key vocabulary

Introduce and explain key words, including links to learners’ home languages where possible. Introduce essential words before the lesson so learners can access the content with confidence, rather than encountering everything at once.

2. Use visuals and context

Support meaning with images and real examples to reduce reliance on English alone.

3. Model words in sentences

Show how vocabulary is used so learners can transfer meaning across languages.

4. Structure learner talk (oracy)

Sentence stems and talk frames support learners to practise using new vocabulary aloud—bridging the gap between understanding and writing.
Allow space for discussion in home languages to support understanding before sharing in English.

5. Revisit vocabulary regularly

Encourage learners to revisit words through translation, comparison, and repeated use.

A shift in mindset: from coverage to ownership

One of the biggest shifts we can make is moving away from “covering” vocabulary to helping learners own it.

Instead of copying long definitions, learners might:

• Translate key words into their home language
• Create their own visuals
• Rephrase meanings in their own words

This approach is not only more efficient, it leads to deeper understanding. Because learners are actively making meaning, not just recording it.

Home languages are a resource, not a barrier

Too often, multilingual learners are expected to operate only in English.

But this can mean leaving a significant part of their identity, and their knowledge, at the classroom door.

When we allow learners to use their home language, we are not lowering expectations.

We are increasing access.

Learners can:

• Think more deeply
• Make connections
• Understand concepts more fully

before expressing them in English.

Vocabulary is about belonging

This isn’t just about improving outcomes.

It’s about inclusion.

It’s about whether learners feel they belong in the classroom.

Because when learners can understand, participate, and express their ideas, they are not just learning. They are being recognised as capable learners.

Final thought

Vocabulary is not just about words.

It is about access, equity, and belonging.

And that includes the languages students already bring with them.

Because language unlocks learning.
And every lesson builds on the language learners already have.