In my geography classroom last year, around a third of students spoke English as an additional language - and many spoke two or three other languages as well. These students were also at very different stages of English language acquisition.

As geographers, we know that geography can feel like a language all of its own. The subject is packed with complex, abstract terms that even fluent English speakers sometimes find challenging. Words such as urbanisation, suburbanisation and counter-urbanisation look and sound similar but carry very different meanings. For multilingual students, that can feel like a puzzle within a puzzle.

So how can we help these students make sense of our complex geographical vocabulary?

Supporting language through translated glossaries

To make geography more accessible, we’ve introduced translated glossaries alongside our key vocabulary lists. At the start of each unit, all students receive a list of essential terms, which they stick into their books. Our multilingual learners also receive a shorter translated glossary, containing a carefully chosen set of high-frequency words. You can see an example of one of these below.

These glossaries are available in languages such as Yoruba, Albanian, Russian and Bengali, and can be reused year after year to support new cohorts. We also share them with our EAL coordinator, who uses them to front-load key terminology and prepare students for upcoming topics.

Each glossary has a column intentionally left blank for students to write their own definitions as they learn new words. They can also add small images to help visualise meanings. The English version includes model definitions so that students can cross-reference and fill in their translated sheets. This approach is an example of translanguaging - using a mix of English and students’ first languages to deepen understanding and make meaning.

Moving toward bilingual dictionaries

As students become more confident, many begin using bilingual dictionaries to extend their vocabulary. These can also be used in some exam settings if permitted by access arrangements. Because bilingual dictionaries contain a much wider range of terms, we introduce them only once students are comfortable navigating English spelling and the Latin alphabet. This progression helps students gradually take ownership of their language learning.

Visual learning with picture dictionaries

Alongside translated glossaries, we are also developing our use of picture dictionaries as part of our wider approach to adaptive teaching. Geography’s abstract concepts can sometimes be hard to capture visually, so careful selection is key - the image must clarify meaning, not confuse it. There is an example of one to support life in the Arctic Circle below.

We use simple black-and-white icons from sites like Noun Project, as well as more detailed clip art and photographs where appropriate. Picture dictionaries are a practical application of dual coding - combining words and visuals to support memory and understanding.

This approach reflects the principles of adaptive teaching by ensuring that materials are flexible enough to meet the diverse needs of our learners. For some, the visual support helps bridge language gaps; for others, it reinforces complex terminology or provides alternative routes to understanding. These tools have proved valuable not only for our multilingual students but also for those who find specialist vocabulary challenging or have special educational needs. They might appear to be small, practical adjustments, but their impact can be significant for every student in the room.

Looking ahead

Our early experiments with translated glossaries and picture dictionaries have already made a noticeable difference. Students are more confident using geographical vocabulary, more willing to ask questions, and more engaged in discussions.

By combining words, pictures, and students’ own languages, we’re not just teaching geography - we’re helping every learner build the confidence to talk about the world in all the languages they bring to the classroom.