Second Language Acquisition and AAC

So, in typical over-achiever form, I have signed up for extra graduate level courses offered free through a grant for educators working in rural areas like I do. From this, I get to take 3 graduate-level courses (9 extra credits over 3 semesters) focusing on second-language learners, particularly in regard to how the school system addresses their needs. May I just say, 12 graduate-level credits and part time work is making me a little nuts.

Anyway, the point of this whole thing is that my reading for my extra class this summer is proving to be a nice review of what I have already learned about language acquisition (first language anyway). Today's reading covered language acquisition theories, and it struck me that the Augmentative Alternative Communication (AAC) systems we provide for kids whose oral language isn't developing or developed where it needs to be are reflective of the language theory that the company has. In my undergraduate courses, my professor said that she believes that we acquire language through a combination of the theories, and I have to agree with her. But she also said you can generally see which theorist truly speaks to a therapist: Chompsky, Skinner, Vygotsky, Piaget, and more. I have experienced this. One therapist I work with loves Mr. Skinner's theory on language acquisition to such a point that she works exclusively with using imitation and repetition for children to acquire language. And, having worked with her students, I can formally announce that I do not truly appreciate Skinner's theories.

So, if it is possible for a therapist to lean on one theory more heavily than another, is it possible that children may have their own individualized language acquisition traits that trend in the area of one theory? Would the acquisition of language follow a different theory based on whether the child is acquiring language receptively or expressively? If a child is predestined to learn language following a certain theory, can we measure this and adapt AAC to fit it? Do AAC systems really take into account the theories of language acquisition?

I bet somebody already has answers about this, but hey, I'm just thinking through my fingers. It will be interesting to look at how typically developing children acquire a second language and if or how that applies to children who need to learn a compensatory language through AAC. I love when one class stimulates thinking for another!

AAC

I want to start blogging about Augmentative Alternative Communication...learning, answering my own and others questions, sharing information. I think I am perhaps spurred on by my self-acclaimed knowledge, and the challenge of AAC instruction I am receiving now. I feel like all my ego will be deflated. But we all need that here and there, don't we? On my mind currently:

1. In the public schools, we are tied to the law and how the state interprets the law. How does AAC/AT fit into the school standards and requirements?

2. How can AAC be made meaningful in an environment where the teachers don't understand it?

3. How do we consider AAC differently for different cognitive needs?

Can I take this on?

Patterns

The Bible says: "visiting the iniquity of the fathers on the children and the children's children, to the third and the fourth generation." (Exodus 34:7) As I explore family history, I am struck by the patterns through the generations. It is interesting to see broken families, and the broken lives that are passed to the children. And strong families, and the strong families that the children become. And this isn't even from knowing the people! It's from stories I've heard, and paper records- who knew that a census every 10 years would reveal so much about people? I am thankful for the strong Christian families in my genealogy, and want to carry that pattern on. I am so thankful for the people throughout my personal history who made a change to brokenness and allowed healing. Especially Dora Gillenwater, and her son Joe.