Am Ann Deaf. 2024;168(5):311-326. doi: 10.1353/aad.2024.a927616.
In this article, we visualize a framework of the intersectionality of literacy, spatial justice, and multimodality in teaching literacy to Filipino Deaf students. We propose a metaphor-based framework and discuss how it can be used in teaching literacy to Filipino Deaf students through classroom examples as well as suggestions and recommendations for teachers. We do this mainly through redefining the term literacy, allowing students access to different modalities, and restructuring learning spaces. We also explore the relationship between spatial justice and the concept of Deaf Space and how this applies in the "new normal" of online learning due to the pandemic. We also address the issue of how classroom and education structure may inadvertently produce spatial injustice, especially for Deaf students. Implications and additional questions in teaching Filipino Deaf students are also discussed.
在本文中，我们将可视化读写能力、空间正义和多模态性在向菲律宾聋生教授读写能力方面的交叉点。我们提出了一个基于隐喻的框架，并通过课堂示例讨论了它如何用于向菲律宾聋生教授读写能力，以及对教师的建议。我们主要通过重新定义读写能力这一术语、让学生接触不同的模态以及重构学习空间来实现这一点。我们还探讨了空间正义与聋人空间概念之间的关系，以及由于疫情导致的在线学习新常态下这一概念的应用。我们还讨论了课堂和教育结构可能如何无意中造成空间不公正，尤其是对聋生而言。我们还讨论了向菲律宾聋生教授读写能力的影响和其他问题。
