Uploaded January 2024 | Updated September 2026, 3 weeks ago
From "58-in-Mind: Multilingual Teaching Strategies for Diverse Deaf Students."
Edited by Debbie Golos, Marlon Kuntze, Kimberly Wolbers, and Chris Kurz.
Find out more at https://gupress.gallaudet.edu/58-IN-MIND
Published by Gallaudet University Press.
***This video may not be repurposed or incorporated into other works in any way without the express written consent of the signer and the chapter authors.***
Signed by the chapter co-authors.
Petra Horn-Marsh has curly blonde hair and is wearing a blue button-down shirt. Kester Horn-Marsh has short brown hair and is wearing a brown polo shirt.
Transcript:
Hi! I’m Petra Horn-Marsh (name sign). I am Deaf and first-generation American, and my heritage language is German Sign Language. Because of my lived experiences, I immediately recognized the need to create ASL immersion classes for diverse deaf students. Currently, I am an associate professor of the practice in ASL & Deaf Studies at the University of Kansas.
Hello! My name is Kester Horn-Marsh (sign name). I currently work as the Bilingual Specialist at KSD. I am an OCODA. I acquired ASL and English simultaneously. I taught ASL to hearing high school students for six years before teaching English to Deaf high school students at KSD. I am a Bilingual Mentor for CAEBER. I helped develop and teach ASL Immersion classes.
This chapter is extremely important to all Deaf educational programs because teachers often find teaching Deaf students challenging and these students struggle to learn and understand information in classrooms. Research has shown more than half of Deaf students enter these schools with language deprivation and language delays in sign language. Results show that after one semester to a year of acquiring conversational language in ASL Immersion class, the students become more able to learn and comprehend academic language discourse in ASL.
Core Recommendations:
1. Create opportunities to learn about self and the world through ASL.
2. Scaffold comprehension of topics from concrete to complex ASL.
3. Engage in a broad range of topics through a variety of ASL discourse.
From "58-in-Mind: Multilingual Teaching Strategies for Diverse Deaf Students."
Edited by Debbie Golos, Marlon Kuntze, Kimberly Wolbers, and Chris Kurz.
Find out more at https://gupress.gallaudet.edu/58-IN-MIND
Published by Gallaudet University Press.
***This video may not be repurposed or incorporated into other works in any way without the express written consent of the signer and the chapter authors.***
Signed by the chapter co-authors.
Petra Horn-Marsh has curly blonde hair and is wearing a blue button-down shirt. Kester Horn-Marsh has short brown hair and is wearing a brown polo shirt.
Transcript:
Hi! I’m Petra Horn-Marsh (name sign). I am Deaf and first-generation American, and my heritage language is German Sign Language. Because of my lived experiences, I immediately recognized the need to create ASL immersion classes for diverse deaf students. Currently, I am an associate professor of the practice in ASL & Deaf Studies at the University of Kansas.
Hello! My name is Kester Horn-Marsh (sign name). I currently work as the Bilingual Specialist at KSD. I am an OCODA. I acquired ASL and English simultaneously. I taught ASL to hearing high school students for six years before teaching English to Deaf high school students at KSD. I am a Bilingual Mentor for CAEBER. I helped develop and teach ASL Immersion classes.
This chapter is extremely important to all Deaf educational programs because teachers often find teaching Deaf students challenging and these students struggle to learn and understand information in classrooms. Research has shown more than half of Deaf students enter these schools with language deprivation and language delays in sign language. Results show that after one semester to a year of acquiring conversational language in ASL Immersion class, the students become more able to learn and comprehend academic language discourse in ASL.
Core Recommendations:
1. Create opportunities to learn about self and the world through ASL.
2. Scaffold comprehension of topics from concrete to complex ASL.
3. Engage in a broad range of topics through a variety of ASL discourse.
