Waning vocabulary among students is one of the key concerns raised by language teachers during all my interactions with them. The fading skill has been a unanimous motif in all the deliberation sessions held with teachers to understand performance of students in languages.

If voiced by so many teachers this sounded like one of the real time problems which teachers acknowledge. On further pondering and discussion with teachers what surfaced was the direct linkage of reading habit with the dwindling vocabulary among students. The further piece of writing is an attempt to internalise this thought as a learner and subsequently look at possible dynamics of learning to bolster the way a child can learn vocabulary as a skill.



I have always been interested in words and have always felt that they lend a hand in garnishing your existing imagination whether communicated within our without. Words have always had a similar effect on me like Madeleine (cake) had on Marcel Proust in ‘Search of Lost Time’. It acts as a stimulus to contrast involuntary memory with voluntary memory. Presumably this is a closer way of learning and responding to knowledge when we refer to meaningful learning. It connects through various schemas of facts or information thus helping us arrive at a new knowledge through previously acquired knowledge with lesser impetus on memorizing or rote learning of information.

No sooner had the warm liquid mixed with the crumbs touched my palate than a shudder ran through me and I stopped intent upon the extraordinary thing that was happening to me. An exquisite pleasure had invaded my senses, something isolated, detached, with no suggestion of its origin. And at once the vicissitudes of life had become indifferent to me, its disasters innocuous, its brevity illusory – this new sensation having had on me the effect which love has of filling me with a precious essence; or rather this essence was not in me it was me. … Whence did it come? What did it mean? How could I seize and apprehend it? … And suddenly the memory revealed itself. The taste was that of the little piece of madeleine which on Sunday mornings at Combray (because on those mornings I did not go out before mass), when I went to say good morning to her in her bedroom, my aunt Léonie used to give me, dipping it first in her own cup of tea or tisane. The sight of the little madeleine had recalled nothing to my mind before I tasted it. And all from my cup of tea.

Marcel Proust, In Search of Lost Time


Somehow I have always found words close to my heart as in many cases I remember where and under what circumstances I learnt certain words. A few examples to cite from my memory:

  • Dilapidated: I read this word when I was in grade 5 or 7 in a short story in school.Although I don’t remember the story but the word still evokes an image of cob webs and dampness in my mind.
  • Ahmak (fool/silly/donkey): Heard it from one of my uncle who tagged me with this name whenever I did something stupid. It was in sheer love from him.
  • Austerity: Read it in a magazine in an article which was talking about austerity measures in some ecological context.
  • Egalitarian: My cousin made a recommendation of this word in an essay in place of equality.

There could be many more but I am citing these cases in order to think aloud and look at possible levers which helped me know a few.


“Like everything metaphysical the harmony between thought and reality is to be found in the grammar of the language”. Ludwig Wittgenstein


A recent practice which I find self defeating is to see learners presented with a list of few words which they cram up to augment their existing vocabulary. No doubt you come across so many thwarted performances in vocabulary in a context as a skill. It is for the similar reason most of the things in world have suddenly become awesome. From a glass of lemonade to a good performance of an actor to a good book- Everything is just awesome! I am sure it is not our inability to acknowledge and perceive the world but our frailty in aptly expressing our emotions. It might sound a bit melodramatic in saying that the world loses its’ shine owing to lack of apt words to express our emotions, but I am sure it is only euphemistic to call it a crisis in the richness of conversations we are going to have. By words here I intend to be inclusive of loan words, proverbs, dialectical influences, metaphors et cetera in our conversation. Back in my childhood days I remember my uncles’ closing statement to his friends was: Krishna-Mukha Kariye. It was later I realized that it was a pun as Krishna Mukh meant (Krishna-dusky) as Mooh Kaala Kariye (blackened face). To my pleasure, a lot of them appreciated it and responded with a warm smile unless they understood it.
Another trend which I have observed amongst learners is that the more difficult a word the more one is assumed to be having a better command on the language. It’s in vogue to flaunt the list of words one mugged up painstakingly and perhaps morbidly over the years. One that fits is more important than the vanity it carries on the society. Brevity and comprehensibility should be stressed upon for the students to understand their value. There is nothing like a difficult or an easy word. .  A word is like a piece of jigsaw puzzle where it renders life to a sentence. It is the aptness of the word which will render beauty to communication than the length of the word.


‘When I use a word,’ Humpty Dumpty said in rather a scornful tone, ‘it means just what I choose it to mean—neither more nor less.’- Lewis Carroll


I recently came across a textbook which had a story with difficult words underlined.  The whole class mugged up those words and they were all assessed on these 7-10 words.  What a ridiculous way of teaching vocabulary to kids! It is monotonous, stressful and self defeating.  Having mugged up I am sure most of the kids will sooner or later forget these words which could depend on individual retention power.

Words are like a wheel to a cart. You tend to learn them n once you understand their value. In fact in most of the cases we learn words when we find them as a hindrance to comprehension. Imagine a new word which does not let you comprehend an important letter from your employer, friend, peer or even the government.  Will you not go back and open your dictionary as this word is a digit of your code to the important message.  Thanks to the new idea advocated by many institutions where one has to understand the context, tone of the sentence et cetera and skim through the passage to achieve goal of some comprehension.  This strategy works because there are badly framed multiple choice questions after this.  I deliberately and with great caution choose to use badly framed multiple choice question instead of multiple choice question in entirety.

Using dictionaries is lost art these days which has its own evident repercussion. Either the system allows you to ignore the vocabulary or it tells you to mug it up without understanding its relevance.

I strongly feel that vocabulary should be presented as a skill to students in a livelier manner and not as formulas to mug up. Dictionaries should be a ready reckoner in classes. When I say vocabulary I intend to induce it for any language kids study.  To ameliorate the present situation teachers should present narratives which are interesting to children.  This will automatically augment their vocabulary. Vocabulary is an intrinsic tool to express and communicate. Not only through books but through songs, poems, advertisements can there be exploration of vocabulary by the students. Although it may vary from individual to individual but talking about etymology of words can also be great stories for students. At least a few may adopt this way of learning and choose to delve deeper.  For others, there could be different methods.

Another important thing which I value as a lever in my learning journey was role of grandparents.  It is with them one learns and listens to more folk tales, new idioms, and newer words. The idea is to open interactions with people of different age groups and varied culture and profession.

Language like culture grows organically with interactions. It will develop more through open conversations instead of limiting ourselves to a compendium of certain words to mug up and be assessed on. Hoping more and more children are privileged to relish the beauty of words and conversations which is one of the oldest and unique attribute to all of us. I am sure they will find it awesome!



By Prakhar Ghildyal – Regional Manager (Sales)






Prakhar Ghildyal

Prakhar Ghildyal

Prakhar is a management professional who has been working with Educational Initiatives and finds himself privileged to have this opportunity to have interacted with various stakeholders in the ecosystem. Writing is a hobby while reading is a habit which makes his day when he is not working. As a learner, the science of learning has always made him curious to understand the way learning happens from various angles and is always seeking ways in which it can be ameliorated. Keen to join discussions which are on science of learning, books or at least humorous.
Prakhar Ghildyal