Teaching Literacy to Filipino Deaf Students in Multilingual Classrooms Amid a Pandemic

Autor/inn/en	Marian Patricia Bea U. Francisco; Maria Veronica T. Perez; Baby Ruth Evelina C. Reyes
Titel	Teaching Literacy to Filipino Deaf Students in Multilingual Classrooms Amid a Pandemic
Quelle	In: American Annals of the Deaf, 168 (2024) 5, S. 296-310Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Forschungsbericht; Foreign Countries; Deafness; Literacy Education; Multilingualism; COVID-19; Pandemics; Sign Language; Teacher Role; Inclusion; Students with Disabilities; Material Development; Instructional Materials; Barriers; Teacher Education; Distance Education; School Closing; Curriculum Development; Educational Policy; Philippines (Manila) + Suchen Sie Ihr Suchwort? Ausland; Gehörlosigkeit; Taubstummheit; Mehrsprachigkeit; Multilingualismus; Gebärdensprache; Lehrerrolle; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrmaterialentwicklung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lehrerausbildung; Lehrerbildung; Distance study; Distance learning; Fernunterricht; School closings; Schule; Schließung; Schließung (von Schulen); Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Politics of education; Bildungspolitik
Abstract	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. (As Provided).
Anmerkungen	Gallaudet University Press. 800 Florida Avenue NE, Denison House, Washington, DC 20002-3695. Tel: 202-651-5488; Fax: 202-651-5489; Web site: https://gupress.gallaudet.edu/Journals/American-Annals-of-the-Deaf
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/2/06