A Multilingual Education Approach for Achieving the Internationalization of Science Education for Deaf Students: An Analytical Study

This study aimed to provide an analytical perspective on the multilingual education approach in the pre-service science teacher preparation program for deaf students. The study employed qualitative research tools, including document analysis of a sample of the pre-service science teacher preparation program courses at Al-Azhar University's Faculty of Education in Cairo. It also involved interviews with a sample of faculty members teaching in the pre-service science teacher preparation program at Al-Azhar University in Cairo, as well as a sample of pre-service science teachers. The findings of the study revealed several key points:

The pre-service science teacher preparation program for deaf students lacks both theoretical and procedural treatment of the multilingual education approach.
There is an absence of training for science teachers on implementing and utilizing this approach from the faculty members.
There is also a lack of practical implementation and utilization of this approach by science teachers during classroom teaching for deaf students in special education schools during the practicum period.

The study provided insights into what is expected to enable pre-service science teachers to acquire competencies in the multilingual education approach and apply it in teaching deaf students. It emphasized the importance of integrating language standards into the content of the pre-service science teacher preparation program for this group of students.