Ok, some people may disagree with me on this one, but it's something I feel strongly about. Working in a school, I am often asked to support and incorporate curriculum-based vocabulary in my speech/language therapy. And that's fine, for my students with a reasonably established language foundation. When an EL (English Learner) student comes to school, they typically have a language foundation in their native language. They have something to map English onto. But many of my students with hearing loss don't have that foundation. When I ask them what they had for breakfast, they have no word or sign to tell me. When I ask about their favorite movie or what they did yesterday...no words or signs. I show them a picture of a basic household item (ex. microwave, rake, sink) and they say, "I have that," but don't know what it's called. They are living life unlabeled. Children with hearing loss don't typically have the same opportunities of incidental learning that children with typical hearing have. And frankly, most children with hearing loss are not born into families that are fluent signers.
So, yes, I do try to teach the vocabulary of everyday life. We're going to learn the names of furniture, appliances, and other household items. We're going to label foods and basic everyday actions. We're going to learn family relations (aunt, cousin, grandson). Vocabulary requires direct, explicit instruction with repeated exposures and contexts. While schools are shying away from acknowledging holidays, I am in my room playing games that incorporate Halloween vocabulary. If the student celebrates Christmas, then I'm going to do lessons and activities using that vocabulary. Curriculum is important too, but, in my opinion, being able to actively participate in conversation, express your wants and needs, and share your life experiences is more important.
You tell me...which is more important? Donut or rhombus?
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