So, I think maybe I'm biased. Maybe I am. But I'm in love with the concept of teaching and providing children who need an augmentative or alternative way to communicate with core vocabulary. And I'm going to stand on a nerd-box (modern-day soap box?) for a while, but you have to read the end. That's the most important part.
I think that there is enough evidence-based practice for core vocab: Marvin, Beukelman, Bilyeu (1994), Fried-Oken, et.al, (1992), and Banajee, et.al. (2003) studied the vocabulary use of kids and adults and found that about 250 words make up the majority (I'm talking 80% plus) of the vocabulary we use. And these are not noun words, they are core words: verbs, pronouns, adjectives, etc. Core vocabulary is far more accessible and useful (Van Tatenhove, 2007).
Think about dinner time: you have two words you can say to acquire the platter of roast, bowl of mashed taters, bowl of green beans, and best of all grandma's cherry pie. If you say "roast," you have completely limited what you can acquire, and you REALLY like mashed potatoes AND pie! Which to pick?
*Camille: "potatoes"
*Mom: "Mmm, here's potatoes."
*Camille: "roast!"
*Mom: "More roast? Ok.
*Camille: shakes head no
*Mom: "Oh, what do you want?"
*Camille: "potatoes"
*Mom: "More potatoes? Ok."
*Camille: shakes head no, screams (she wants pie!)
See what I mean? What if you used a verb and pronoun instead: "like" and "that."
*Camille: "like that"
*Mom: "What? roast?"
*Camille: shakes head no
*Mom: "You want beans?"
*Camille: shakes head no
*Mom: "Potatoes"
*Camille: Shakes head YES!
*Camille: "like that"
*Mom: "What? beans?"
*Camille: shakes head no
*Mom: "Do you want pie?"
*Camille: shakes head YES!
So, core vocabulary lengthens the conversation a bit. But what's the harm in being engaged in communication longer? And, the core vocabulary broadened the noun objects that could be spoken about. Think about watching TV after dinner. How appicable is "like that" as little bro flips through the channels? Hello generalization.
Okay, so step of my nerd-box. Whee-hee, core vocab rocks! Now, core vocab is cool, but what vocabulary is important in my life as a Jesus follower? (Spoiler: I'm not perfect, I fall short of my commitment to Jesus routinely, I make the biggest and most stupid mistakes ever, and I'm a nasty person full of sin, but Jesus takes me just the same, and I am committed to making my life wrapped around Him!) Lately I feel like I've been completely stumped by Bible vocab. Most of these words are jargon and nouns (faith, disciple, mercy, grace, forgiveness) , which are outside of the mold for core vocabulary. So I wonder how to break down the sometimes abstract message of God's love to kids who have language impairment, autism, etc., and how to teach the core words that can be meaningful in multiple contexts and make God's love concrete and real.
Tying into this, I feel that perhaps the receptive (listening and digesting) side of Bible language is firstly important over expressive (use of) Bible language. But, when we know how to use a word (expressive), it usually means we understand the word (receptive). And for a kid who is learning to use language through secondary means, the expressive is really important. So, we all use language, and God communicates with us using language, so where do I go to now? All of this to end on a series of questions that I'm nowhere near answering:
Am I over-thinking this?
Can I bridge my scholarly, occupation-related knowledge with the uniqueness of God's message?
Are there core vocab words that relate to Biblical jargon?
What core language would come out of a children's Bible lesson, and how would it differ from core language used in other parts of life (like dinner time)?
Action Plan: I think I should create a Bible lesson for children and break it down to the level of core vocab (if I can), and see how it applies Biblically and generally. Can I do this? Who's going to keep me accountable?
And this is dedicated to Christy, who asked why I wasn't writing here. Thanks for noticing. :-P
