
Contents
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Role of the Family in the Child’s Language Learning Role of the Family in the Child’s Language Learning
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Two Ways of Understanding Learning Two Ways of Understanding Learning
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Learning Understood as an Individual Process Learning Understood as an Individual Process
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Learning Understood as a Social Process Learning Understood as a Social Process
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Why Do Understandings of Learning Matter? Why Do Understandings of Learning Matter?
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Research on Language Development After Pediatric Cochlear Implantation Research on Language Development After Pediatric Cochlear Implantation
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Social Perspectives on Learning in Research on Language Development of Children who Are Deaf and Hard of Hearing Social Perspectives on Learning in Research on Language Development of Children who Are Deaf and Hard of Hearing
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Implications of Predominantly Individual Perspectives on Learning in the Research on Cochlear Implantation Implications of Predominantly Individual Perspectives on Learning in the Research on Cochlear Implantation
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Understandings of Learning in the Context of Family Life Understandings of Learning in the Context of Family Life
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Note Note
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References References
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5 Research on Language Development: Discourses on Learning and Messages to Family Support After Cochlear Implantation
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Published:August 2015
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Abstract
This chapter explores the different understandings of learning that are used in research on language development after cochlear implantation, and in research concerning the broader category of children who are deaf and hard-of-hearing. In studies on language development after cochlear implantation, individual, cognitive perspectives on learning dominate. This chapter argues that viewing learning as a predominantly individual, cognitive process may convey unintended messages to family support services that language learning after cochlear implantation largely depends on decontextualized training and therapy. The chapter discusses pedagogical and ethical implications of such a hegemonic perception and argues that conceptualizing learning in the context of family life requires awareness of situated and contextualized dimensions of learning. Recommendations for future research are given.
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