Am Ann Deaf. 2024;168(5):296-310. doi: 10.1353/aad.2024.a927615.
This article describes the current landscape of teaching literacy to Filipino Deaf students in a multilingual, multi-cultural classroom amid the pandemic. The article highlights the uniqueness of Filipino Deaf students as multilingual learners in a multi-cultural classroom and the lack of literature and research on Deaf multilingualism both locally and globally. Moreover, the article focuses on the role of Deaf teachers in teaching Filipino Deaf students, especially in their literacy development. The steps being done to ensure that the curriculum is inclusive of Deaf learners who use Filipino Sign Language (FSL), teacher preparation and materials development, and the challenges in the shift to distance learning amid the COVID-19 pandemic are also discussed. Future directions and recommendations include review of curriculum and adaptation, enhancement of teacher preparation, promotion of collaborative teaching and research efforts, and the production of more appropriate and accessible instructional materials for Deaf students.
本文描述了在大流行期间，多元文化课堂中向菲律宾聋人学生教授读写能力的现状。本文强调了菲律宾聋人学生作为多语言学习者在多文化课堂中的独特性，以及在本地和全球范围内缺乏关于聋人多语言主义的文献和研究。此外，本文还重点介绍了聋人教师在教授菲律宾聋人学生方面的作用，尤其是在他们的读写能力发展方面。还讨论了为确保课程包容使用菲律宾手语（FSL）的聋人学习者而采取的步骤、教师准备和材料开发，以及在 COVID-19 大流行期间转向远程学习所面临的挑战。未来的方向和建议包括课程审查和调整、增强教师准备、促进合作教学和研究工作，以及为聋生制作更合适和更易获取的教学材料。
