Tag Archives: glosses

To gloss or not to gloss: a follow-up

Last week I wrote about my policy of handing out vocabulary lists with the English glosses (translations) written in. (Our textbook does not provide glosses for the end-of-chapter vocabulary lists, only a master list at the end of the book.)

When my students filled out their course evaluations I asked them to let me know what they thought of this practice. My question presented both sides of the issue:

“I like to give you the English translations of the chapter vocabulary to save you time and point out possible pitfalls. But other teachers think that looking up the words yourself is an important step in learning. Which approach do you think is best for you?”

I was pleased to see that my students unanimously appreciated the glosses. Also, even though I forgot ask them to explain their choice, most did so on their own. Saving time was most often mentioned as a benefit. Since this is a most studious group, I wasn’t surprised that many of these students said this was time they could spend memorizing the words or doing other homework.

One student gave a more nuanced perspective on the time factor:

” I looked up all my vocab words myself last year in Spanish class and although it did help me to know them better in the beginning, having the extra time saved from not looking them up meant more time to study them and memorize them later.”

A second benefit often mentioned was accuracy: students said that the glosses kept them from “studying the wrong meanings,” as one student put it.

Given this response, I will definitely continue to provide glosses when I teach this class again.

Some specifics: Sixteen students were present that day, and all responded. Of the thirteen who explained their answer, nine mentioned time and five accuracy. (These add up to fourteen because one student gave both reasons.)

Vocabulary: to gloss or not to gloss?

Everybody knows that flossing is good for you. But what about glossing?

The Spanish textbook series we currently use at Fordham University is Pearson’s Gente. The beginning and intermediate books in the series provide glosses, or translations, for the vocabulary list at the end of each chapter. But the advanced textbook does not. There is a Spanish-English glossary at the end of the book that students can use to look up words.

The first time I taught this course, I was struck by how inefficient it was for each student to have to look up the words. Moreover, I found some mistakes, or at least weaknesses, in the glosses:

  • missing words
  • glosses that average college students wouldn’t necessarily understand (‘foment’, ‘infusion’)
  • glosses that are correct but not necessarily satisfactory, such as ‘commitment, engagement’ for compromiso (leaving out that it’s often a pre-marital engagement) or ‘offer’ for oferta, where the usual meaning involves a special price.
  • glosses that conflate differences, such as genialidad and genio both glossed as ‘genius’
  • no heads-up for false cognates such as compromiso, which doesn’t mean ‘compromise’

So this semester, at the beginning of each chapter I gave the students a screen shot of the vocabulary page on which I had written on my own glosses. I photocopied these onto yellow paper — a teaching trick I picked up somewhere along the way. Here’s an example: my original, hence not yellow. Note that I don’t generally gloss cognates. This drives home their ubiquity, and also makes false cognates stand out.

(post continues after graphic)

When I told a colleague about my approach, she was mildly horrified. She thought that it was important for students to look up the glosses themselves, and that this was their first step in learning vocabulary. I believe that while it’s beneficial to use a dictionary while reading, and that this is a special skill that we need to teach our students, looking up 100 words, in alphabetical order, in a simple glossary is fundamentally different. It’s mechanical, rather than intellectual, essentially a secretarial task of collating two lists.

What do you think?

In this follow-up post, I describe my students’ unanimously favorable assessment of the glosses.