17.3037, Diss: Applied Ling/Cognitive Science/Socioling: Seamans: 'From Sile...'

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LINGUIST List: Vol-17-3037. Tue Oct 17 2006. ISSN: 1068 - 4875.

Subject: 17.3037, Diss: Applied Ling/Cognitive Science/Socioling: Seamans: 'From Sile...'

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1)
Date: 15-Oct-2006
From: Patrick Seamans < seamans at alumni.usc.edu >
Subject: From Silence to Sound: Cognition and language planning in the international education of prelingually deaf students 

	
-------------------------Message 1 ---------------------------------- 
Date: Tue, 17 Oct 2006 10:58:29
From: Patrick Seamans < seamans at alumni.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(s):
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 and
philosophy of Linguistics -- the inital transition from mimetic to
phonocentric functioning that occurs to all human beings with normal
hearing and listening ability, but which does not occur independently to
persons who are prelingually bilaterally deaf (deafened in both ears before
becoming fully phonocentric, usually around age 2.5). 

This dissertation also includes a full review of recent neuroscientific
literature in regard to acquisition of phonocentric thought and functioning
in human beings. Due to the development and dissemination of the modern and
recent cochlear implant technololgies, it has only recently become known,
through neuroscience research, as to how the auditory system actually
operates, and how born-mimetic humans become phonocentric.

Related literature documents the historical treatments and educational
methodologies 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 cortex
through the sense of touch; that the mimetic signs and sign languages were
acquired from monks in the Catholic silent monasteries in the Middle Ages,
and thereafter by segregated institutionalization; that fingerspelling is
the mimetic representation of alphabet symbols, and phonodactylology (i.e.
Cued Speech) represents phonetic and phonemic sounds, and that neither are
part of any sign language; and that the modern auditory implants are, for
the first time in human history, enabling prelingually deaf people to hear
all sounds, and prelingually deaf children to speak understandably.

History documents a continuing 'Battle of Methods' between protagonists
who wish to assist the prelingually deaf to function as fully as possible
in general society, and antagonists who do not. These methodological
debates began in the 17th century, were discussed at the Zurich Academy in
the 18th century; were settled at the 1880 Congress of Milan, and were
summarized by Guilio Ferreri in the early 20th century. But history proves
that the antagonist movement continued, with a recent effort resurfacing
strongly in the mid-20th century in the United States, and now spreading
worldwide, causing great confusion.

Research indicates that adjustments in educational placement and
methodologies, resource allocations, personnel and staff training, and
organizational structures, in the worldwide institutions of education and
higher education, must be made without undue delay to preclude the
unnecessary disabling and dependence of those who now have more functional
independence, and to prevent undue restrictions on societal inclusion.

This research study identifies critical issues regarding the treatment and
education of the prelingually deaf, for international education
administrators, policy planners and government officials. An introductory
overview demonstrates that all humans are innately mimetic, and that most
humans become phonocentric automatically and unconsciously, but the
prelingually deaf require early affirmative and appropriate assistance to
become naturally phonocentric and to think in phonological natural language. 




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