Teachers’ Perspective on Using Sign Language in English Instruction: Challenges in Malaysian Primary School

Abstract

This qualitative study explored the challenges faced by Malaysian primary school teachers in using sign language for English instruction among Deaf and Hard-of-Hearing (DHH) students, as well as the factors contributing to these challenges. The study employed semi-structured interviews with four teachers experienced in teaching DHH learners. Data were transcribed and analyzed thematically using Braun and Clarke’s (2023) six-phase framework to identify recurring patterns of meaning. Findings revealed that teachers encountered multifaceted challenges, including fragmented sign systems, communication barriers, limited vocabulary resources, and a lack of formal training in sign-supported English pedagogy. Contributing factors extended beyond classroom practice, such as the absence of standardized sign language policies, inadequate institutional support, and limited professional development opportunities. Despite these constraints, teachers demonstrated resilience through self-directed learning, peer collaboration, and the creative use of visual and multimodal teaching strategies. The study highlights the urgent need for systemic reform in Malaysia’s Deaf education system. Policy-level standardization of sign systems, targeted teacher training in bilingual-bimodal instruction, and structured mentoring networks are essential to enhance instructional quality and inclusivity. By centering teachers’ lived experiences, this study contributes to the growing body of research on bilingual education for DHH learners and underscores the importance of empowering educators as key agents of linguistic and educational equity.