Auslan Day is celebrated each year on 13 April and is a time to promote Auslan as a natural language and to celebrate the rich, diverse culture of the Australian Deaf community.
Vaneza Adzaip is a Deaf Filipina Auslan teacher based in Melbourne and founder of the Boholano Deaf Society. She works as a teacher and mentor supporting migrant Deaf communities.
Growing up Deaf in the Philippines, she faced significant barriers in education. As the only Deaf student at Holy Name University in Bohol, she was not provided with a sign language interpreter and relied on lip-reading and self-study.
A turning point came when she returned to her former Deaf school and saw students struggling to understand their teachers. When she began interpreting, their learning improved immediately.
“They told me, ‘We wish you would become a Deaf teacher because you understand our language,’” she recalls.
She pursued education but encountered inaccessible licensure exams before eventually migrating to Australia, where she rebuilt her path through Auslan study and community work.
It was a difficult period in her life. Repeated barriers and low expectations made her question whether she would ever become a professional.
In Australia, she became involved in diverse Deaf communities, learning not only Auslan but also connecting with people from different cultural and language backgrounds.
Today, she is an Auslan teacher at Melbourne Polytechnic and an advocate for Deaf inclusion.
Q&A
Philippine Times (PT): How did you become an Auslan teacher?
Vaneza Adzaip (VA): When I migrated to Australia, I never imagined I would become a teacher. I began studying Auslan and English because it is different from both American Sign Language and Filipino Sign Language.
I was later given the opportunity to work with Deaf students. At first, I felt unsure because I was not yet fluent, but I became involved in the Deaf community and learned through experience. I became deeply engaged through community events and connections, which helped me grow in both confidence and language.
When I applied for teacher registration, I faced barriers such as English testing requirements that were not accessible for Deaf applicants. After some time, those requirements were removed, and I was able to gain registration.
I later completed my training and continued teaching. That is when I developed a deeper understanding of Auslan and its linguistics.
PT: What is your favourite thing about being an Auslan teacher?
VA: Watching my students’ confidence grow. Seeing them move from uncertainty to clear, expressive signing is very powerful.
I also love seeing them understand Deaf culture – not just the language, but the identity and values behind it.
PT: What is the difference in opportunity between Australia and the Philippines?
VA: In Australia, there is more accessibility, including interpreter support and inclusive systems. This allows me to work as a registered teacher and mentor.
In the Philippines, Deaf people still face many barriers in education and employment, and opportunities are more limited.
PT: Advice for Filipinos learning Auslan?
VA: Be patient and stay curious. Auslan is not just hand movements – it is a visual language with its own grammar and culture.
Learn from Deaf teachers, immerse yourself in the community, and do not be afraid to make mistakes.
PT: Advice for Deaf Filipinos who want to become teachers?
VA: Do not let anyone tell you what you cannot be. I faced many barriers, but I kept going.
Fight for your education, demand access, and believe in your worth. Your Deaf identity is your strength.
“Your Deaf identity is not a weakness – it is your strength.”
Her journey is a powerful reminder that access, representation, and belief can transform lives – not just for individuals, but for entire communities.
To support Vaneza’s advocacy, readers can join the Deaf Barkada in Australia group on Facebook.
