Most students have a much larger passive than active vocabulary, but increasing active spoken vocabulary can be difficult. Though using new words in writing is lower stakes than in speaking, with only peer review partners and the teacher seeing potential errors, speaking is a different story. Students can feel awkward using new words out loud, especially when they are unsure of the meaning, pronunciation, or context.

So how can we help our students to move those words from passive to active use in speaking? A few years ago, I created the Active Language Journal, which has been very successful. I ask students to make a weekly list of words and phrases they already know—but don’t use orally—and use them in conversation, keeping a record of their successes and difficulties. They then share the highlights of their week with classmates, expanding the active vocabularies of their peers as well. Continue reading →