Core words-essential words

Core what is that?  Pilates? Yoga? The middle of the apple?

In many ways core vocabulary is all those things. It is the center of language communication development. It is the often unacknowledged support of our communication.  It forms 80% of everything we say whether we are adults, or children. Without these words we cannot construct a sentence, we cannot share our thoughts and feelings, we cannot have a conversation.

So what are core words?  They are the words that can be used across settings, that are difficult to make a picture of, that remain consistent from one person to another regardless of age or socioeconomic status and across activities.  With these few hundred words we can express 80% of what we need to say. The core vocabulary consists of pronouns, verbs and prepositions.

Fringe vocabulary makes up the rest of what we say. These words are situation or activity specific and their importance changes from person to person and situation to situation. Many fringe words are nouns.

As I started to learn about AAC I realized that the concept of core vocabulary was important not only for those people whom would need AAC devices to communicate but for all language learners.  Too often when a child is language delayed or learning a second language we provide them with the names of many things without thinking how this restricts their ability to communicate.  Language learners are bombarded with the names of things and the question “what is it”. Many SLPs will report that the first word of a language-delayed child is often a version of “What is it”. Children may present with a large noun vocabulary but only be using one-word utterances.  If all you have is nouns you cannot construct a sentence.  If I can say “more” and point it opens up a whole range of communication possibilities, if I can say cookie, then I may only get a cookie. Using core words as the first words to teach a child gives the child a range of communication opportunities.

Learning about core vocabulary changed the way I worked with young children and with persons with language impairment. No longer do I worry about the names of objects Instead I encouraged the use of words such as “go”,  “more”, “stop”. and  “Help” because these words enabled the client to communicate many more wants and needs and to comment. It has increased the communication possibilities for them across contexts, language functions and communication partners.

E Cheryl Fletcher

For more information: https://www.assistiveware.com/learn-aac/learn-about-core-word-teaching-strategies

http://www.project-core.com/core-vocabulary/