No, because CS provides only phonemic information. It does not provide conceptual information. Acquiring language at the conceptual level involves quite a bit of periphereal learning. CS is directed, and therefore, provides information only in a directed situation.
For instance, a hearing child does not need to be taught the difference between the concept of a beach and a peach. They learn the difference between the concept represented by the two spoken symbols peripherally, through non-participatory exposure to context. Unless everyone around the child at all times is cueing every word said, that peripheral learning is not possible, and must be directed. The very fact that it must be directed results in delays in acquisition. Additionally, cues are not a linguistic symbol. They don't represent a concept or an object. They are a visual cue to a phoneme. The phoneme, in and of itself is not a symbol. The whole spoken word is the symbol that represents the concept or the object. The word chair is an English symbol for the thing. The cues used to represent pronunciation are not linguistic symbols for a chair. The ASL sign for chair is a linguistic symbol for the object. Do you see the difference?
I see the difference. I thought that this thread was dicussing aquisition of the English language and therefore, wasn't considering ASL (because ASL is a different language).
I agree that the whole word is the symbol but when a hearing child is learning a language, they start with the morphemes and phonemes. It only when they begin to string those sounds together are they able to put the sounds to the concept. As long as the deafness is because of something in the ear and not something in the brain, the learning pattern should be the same. So breaking the word into the different sounds visually would give the same effect would it not?
Oh and I have taken adavanced classes. Including learning, child development, and cognition.