Uploaded January 2024 | Updated September 2026, 2 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 chapter co-author Leala Holcomb.
Leala has short blonde hair, is wearing a grey shirt, and is standing against a blue background.
Transcript:
Hello. There are four authors of this chapter, including myself. My name is Leala Holcomb, and I work at the University of Tennessee. The second author is Debbie Golos, who works at the University of Minnesota. The third author is Courtney Hipskind. She is an early childhood teacher. The fourth author is April (Brunsvik) Rivera. She is also an early childhood teacher.
People used to think children's development was not important and that their play was not related to learning. Now we know that children's development is critical for brain development, and that impacts language, literacy, cognition, social-emotions, mental health, identity, and more!
We have three recommendations for teachers in their interactions with deaf children. First, pay attention to the environment in your classroom by adding more language. Second, engage children in various language activities. Third, cultivate a sense of positive identity and wellbeing.
Now, I will discuss the first recommendation related to the environment. Everything in the environment, such as the walls or different spaces, should include ASL, English, and children's home languages. There should be areas where children can go to read, write, view signed videos, and produce signed videos.
The second recommendation is about engaging children in a variety of activities. Teachers can invite children to experiences of storytelling, language play, songs, and poetry. Teachers can show signed videos and read books and have in-depth discussions with children about the content. Children can role-play and create their own stories. There are abundant fun activities involving reading, writing, and signing.
The third recommendation pertains to fostering a positive sense of identity and wellbeing. Essentially, children need to see language and cultural role models in which diverse identities are portrayed. This can happen through bringing diverse people into the classroom and exposing children to diverse books and videos. Teachers can involve students in conversations about identities such as race, gender, disability, language, and different kinds of families. Children can be called to discuss what is fair and not fair or what is nice and not nice through the use of persona dolls acting out different scenarios.
Children also need to be supported in understanding their emotions so they can communicate their needs and feelings and successfully resolve conflicts. They may have sensory needs that require regulating through calming and grounding tools.
Most importantly, connections need to be made with children's families. Families are integral in deaf children's lives and learning. Indeed, teachers play a key role in the lives of deaf children and their families. Since families may be new to raising a deaf child, teachers can be a positive influence on the whole family's experience, which may set the stage for the rest of their lives.
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 chapter co-author Leala Holcomb.
Leala has short blonde hair, is wearing a grey shirt, and is standing against a blue background.
Transcript:
Hello. There are four authors of this chapter, including myself. My name is Leala Holcomb, and I work at the University of Tennessee. The second author is Debbie Golos, who works at the University of Minnesota. The third author is Courtney Hipskind. She is an early childhood teacher. The fourth author is April (Brunsvik) Rivera. She is also an early childhood teacher.
People used to think children's development was not important and that their play was not related to learning. Now we know that children's development is critical for brain development, and that impacts language, literacy, cognition, social-emotions, mental health, identity, and more!
We have three recommendations for teachers in their interactions with deaf children. First, pay attention to the environment in your classroom by adding more language. Second, engage children in various language activities. Third, cultivate a sense of positive identity and wellbeing.
Now, I will discuss the first recommendation related to the environment. Everything in the environment, such as the walls or different spaces, should include ASL, English, and children's home languages. There should be areas where children can go to read, write, view signed videos, and produce signed videos.
The second recommendation is about engaging children in a variety of activities. Teachers can invite children to experiences of storytelling, language play, songs, and poetry. Teachers can show signed videos and read books and have in-depth discussions with children about the content. Children can role-play and create their own stories. There are abundant fun activities involving reading, writing, and signing.
The third recommendation pertains to fostering a positive sense of identity and wellbeing. Essentially, children need to see language and cultural role models in which diverse identities are portrayed. This can happen through bringing diverse people into the classroom and exposing children to diverse books and videos. Teachers can involve students in conversations about identities such as race, gender, disability, language, and different kinds of families. Children can be called to discuss what is fair and not fair or what is nice and not nice through the use of persona dolls acting out different scenarios.
Children also need to be supported in understanding their emotions so they can communicate their needs and feelings and successfully resolve conflicts. They may have sensory needs that require regulating through calming and grounding tools.
Most importantly, connections need to be made with children's families. Families are integral in deaf children's lives and learning. Indeed, teachers play a key role in the lives of deaf children and their families. Since families may be new to raising a deaf child, teachers can be a positive influence on the whole family's experience, which may set the stage for the rest of their lives.
