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: 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.****
ASL summary signed by chapter co-author Kimberly Wolbers.
A white woman with long, curly brown hair and an olive green shirt is standing in front of a grey wall.
Transcript:
Hello, My name is Kimberly Wolbers. Previously I was a middle and high school teacher of Deaf students for English and Language Arts. I am hearing. Now, I am a professor of Deaf Education at the University of Tennessee. My research focuses on developing multilingual instructional approaches for deaf students, elementary to high school, and evaluating their effectiveness in disseminating evidence-based practices. My work focuses specifically on the area of writing and language instruction, and one approach called Strategic and Interactive Writing Instruction. My co-author is Sarah McGaughey. She is deaf and the current director of the Rhode Island School for the Deaf. Previously, she was an elementary teacher at the Marie Philip School at The Learning Center, and implemented SIWI. She saw her students' motivation for and engagement in writing grow. Later she became principal, and during that time many other teachers began implementing SIWI at the school. Why is this chapter important? Current and future teachers often express to us that they don’t know how to teach writing and are unfamiliar with resources to teach writing to Deaf students. In this chapter, we share with you research-based approaches to writing instruction that can be used with multilingual Deaf students across the grade span. We provide four core recommendations in the chapter. These align with some SIWI principles:
1. Integrate strategy instruction with visual supports.
2. Apprentice students through guided, interactive instruction.
3. Build metalinguistic knowledge and linguistic competence.
4. Create authentic writing and published signing opportunities.
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: 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.****
ASL summary signed by chapter co-author Kimberly Wolbers.
A white woman with long, curly brown hair and an olive green shirt is standing in front of a grey wall.
Transcript:
Hello, My name is Kimberly Wolbers. Previously I was a middle and high school teacher of Deaf students for English and Language Arts. I am hearing. Now, I am a professor of Deaf Education at the University of Tennessee. My research focuses on developing multilingual instructional approaches for deaf students, elementary to high school, and evaluating their effectiveness in disseminating evidence-based practices. My work focuses specifically on the area of writing and language instruction, and one approach called Strategic and Interactive Writing Instruction. My co-author is Sarah McGaughey. She is deaf and the current director of the Rhode Island School for the Deaf. Previously, she was an elementary teacher at the Marie Philip School at The Learning Center, and implemented SIWI. She saw her students' motivation for and engagement in writing grow. Later she became principal, and during that time many other teachers began implementing SIWI at the school. Why is this chapter important? Current and future teachers often express to us that they don’t know how to teach writing and are unfamiliar with resources to teach writing to Deaf students. In this chapter, we share with you research-based approaches to writing instruction that can be used with multilingual Deaf students across the grade span. We provide four core recommendations in the chapter. These align with some SIWI principles:
1. Integrate strategy instruction with visual supports.
2. Apprentice students through guided, interactive instruction.
3. Build metalinguistic knowledge and linguistic competence.
4. Create authentic writing and published signing opportunities.
