Words Across Languages: Core Vocabulary Research, Culturally Responsive Practice, and International Student Learning in AAC

Abstract

One of the fundamental questions in augmentative and alternative communication (AAC) research and practice is deciding which words to include in an AAC system across populations and ages. One well-established approach is the selection of core vocabulary; the words most frequently used across different contexts, alongside context-specific fringe vocabulary. Research across multiple languages, including English, German, and Hebrew, consistently shows that a small set of 200–300 words accounts for approximately 80% of discourse. Across these languages, notable similarities emerge in the characteristics of core vocabulary; the top 20 most frequently used words are predominantly function words, and shared patterns appear in word composition and in the distribution of lexical categories.

At the same time, language-specific characteristics emerge and must be carefully considered. Morphology and syntax may differ meaningfully across languages, with direct implications for how AAC systems are designed and implemented. In a world where bilingualism and multilingualism are increasingly common, an additional layer of complexity arises: how do we select vocabulary for an AAC system intended to serve a child or adult who uses more than one language?

To address this gap, a three-day international AAC workshop was held in Germany, bringing together students from Israel and Germany. During the workshop, students attended a seminar on current research on core vocabulary across languages and engaged in a hands-on activity to create a communication board for a bilingual child who speaks Hebrew and German via a case study. This presentation reports on the workshop’s findings, the insights gained from this initial international collaboration, and directions for future work.

 The session is structured around three interconnected components:

1. Cross-Linguistic Core Vocabulary Research

Core vocabulary research conducted independently in Hebrew and German will be presented and compared with English core vocabulary. The comparison highlights that effective multilingual AAC cannot rely on direct translation but requires a deep understanding of the similarities in lexicon, specifically core vocabulary, and how each language structures meaning.

2. AAC Responsiveness for Culturally and Linguistically Diverse Populations

Students in the program received a dedicated lecture on serving AAC users from diverse cultural and linguistic backgrounds. This component addresses the practical and ethical dimensions of culturally responsive AAC assessment and intervention, exploring how language background, cultural identity, family values, and systemic factors influence vocabulary selection and AAC implementation.

3. Student Workshop: Applying Research to Practice

Students applied cross-linguistic core vocabulary knowledge to design Hebrew-German communication boards for the case study presented. The workshop surfaced authentic challenges of bilingual AAC design and deepened understanding of what linguistic and cultural responsiveness looks like in practice. Student reflections and insights from this activity will be shared, illustrating the value of international collaboration in AAC professional training.

Seminar attendees will have the opportunity to engage with the core vocabulary comparisons interactively and reflect on the implications for their own practice contexts.

References

Boenisch, J., & Soto, G. (2015). The oral core vocabulary of typically developing English-speaking school-aged children: Implications for AAC practice. Augmentative and Alternative Communication, 31(1), 77-84.

Savaldi-Harussi, G., & Uziel, S. (2023). Frequency of word usage by Hebrew preschoolers: implications for AAC core vocabulary. Augmentative and Alternative Communication, 39(2), 123-134.

Soto, G., & Vega, J. (2024). Designing cultural adaptations of caregiver-implemented interventions for Latinx caregivers of children who use augmentative and alternative communication: Key considerations. American journal of speech-language pathology, 33(5), 2266-2279.

Soto, G., & King, M. (2022). Cultural and linguistic responsivity in AAC. In N. Hall, J. Juengling-Sudkamp, M. L. Gutmann, & E. R. Cohn (Eds.), Fundamentals of AAC: A Case-Based Approach to Enhancing Communication (pp. 77–87). Plural Publishing.