LINGUIST List 17.3037
Tue Oct 17 2006
Diss: Applied Ling/Cognitive Science/Socioling: Seamans: 'From Sile...'
Editor for this issue: Hannah Morales
<hannahlinguistlist.org>
Directory
1. Patrick
Seamans,
From Silence to Sound: Cognition and language planning in the international education of prelingually deaf students
Message 1: From Silence to Sound: Cognition and language planning in the international education of prelingually deaf students
Date: 15-Oct-2006
From: Patrick Seamans <seamansalumni.usc.edu>
Subject: From Silence to Sound: Cognition and language planning in the international education of prelingually deaf students
Institution: University of Southern California
Program: International and Intercultural Education/Linguistics
Dissertation Status: Completed
Degree Date: 2005
Author: Patrick William Seamans
Dissertation Title: From Silence to Sound: Cognition and language planning in the international education of prelingually deaf students
Linguistic Field(s):
Applied Linguistics
Cognitive Science
Sociolinguistics
Dissertation Director:
David A. Eskey
Robert B. Kaplan
Paul W. Knoll
Lawrence O. Picus
William M. Rideout, Jr.
Dissertation Abstract:
This dissertation is focused on the very essence of the field andphilosophy of Linguistics -- the inital transition from mimetic tophonocentric functioning that occurs to all human beings with normalhearing and listening ability, but which does not occur independently topersons who are prelingually bilaterally deaf (deafened in both ears beforebecoming fully phonocentric, usually around age 2.5).
This dissertation also includes a full review of recent neuroscientificliterature in regard to acquisition of phonocentric thought and functioningin human beings. Due to the development and dissemination of the modern andrecent cochlear implant technololgies, it has only recently become known,through neuroscience research, as to how the auditory system actuallyoperates, and how born-mimetic humans become phonocentric.
Related literature documents the historical treatments and educationalmethodologies utilized for the (mimetic) M-deaf, who have only become(phonocentric) P-deaf for the past 400 years because of vibrotactile-haptic(V-H) training, utilizing synaesthesia to stimulate the auditory cortexthrough the sense of touch; that the mimetic signs and sign languages wereacquired from monks in the Catholic silent monasteries in the Middle Ages,and thereafter by segregated institutionalization; that fingerspelling isthe mimetic representation of alphabet symbols, and phonodactylology (i.e.Cued Speech) represents phonetic and phonemic sounds, and that neither arepart of any sign language; and that the modern auditory implants are, forthe first time in human history, enabling prelingually deaf people to hearall sounds, and prelingually deaf children to speak understandably.
History documents a continuing 'Battle of Methods' between protagonistswho wish to assist the prelingually deaf to function as fully as possiblein general society, and antagonists who do not. These methodologicaldebates began in the 17th century, were discussed at the Zurich Academy inthe 18th century; were settled at the 1880 Congress of Milan, and weresummarized by Guilio Ferreri in the early 20th century. But history provesthat the antagonist movement continued, with a recent effort resurfacingstrongly in the mid-20th century in the United States, and now spreadingworldwide, causing great confusion.
Research indicates that adjustments in educational placement andmethodologies, resource allocations, personnel and staff training, andorganizational structures, in the worldwide institutions of education andhigher education, must be made without undue delay to preclude theunnecessary disabling and dependence of those who now have more functionalindependence, and to prevent undue restrictions on societal inclusion.
This research study identifies critical issues regarding the treatment andeducation of the prelingually deaf, for international educationadministrators, policy planners and government officials. An introductoryoverview demonstrates that all humans are innately mimetic, and that mosthumans become phonocentric automatically and unconsciously, but theprelingually deaf require early affirmative and appropriate assistance tobecome naturally phonocentric and to think in phonological natural language.
|