The language transition dilemma is a significant issue for Deaf children in Malaysia, disrupting their foundational language development and creating long-term challenges in identity and communication. Early exposure to BIM, the natural language of the Deaf community, would allow Deaf children to build a strong linguistic base, fostering effective communication skills and cognitive growth. However, without consistent access to BIM, many Deaf children lack a solid foundation by the time they enter school.
Upon entering formal schooling, Deaf children encounter an environment dominated by KTBM (Manually Coded Malay), which is structured around spoken Malay grammar rather than the visual-spatial grammar of BIM. KTBM, developed without full recognition from the Deaf community, is challenging for Deaf children because it doesn’t align with their natural language processing needs. Consequently, they struggle to understand lessons and communicate with teachers who are more familiar with KTBM than BIM. This language mismatch creates a “double translation” effect: Deaf children must first decode KTBM and then mentally adapt it to resemble BIM, a tiring and confusing process that hinders their learning progress and affects their academic confidence.
The forced use of KTBM can lead to cultural disconnection, as Deaf students are distanced from the authentic language of their community and surrounded by codes that feel unnatural. When transitioning between schools—for instance, from primary to lower secondary school—they often face the same adjustment challenges, as teachers in different schools use varying KTBM codes. This repeated process requires Deaf students to spend extra time simply understanding their teachers before they can fully engage with the curriculum.
It is also common for Deaf students to transfer from lower to upper secondary school, meaning they may go through this adaptation process a third time, or even more frequently if they switch schools multiple times. This inconsistency further amplifies their confusion and disrupts their educational experience.
After completing their formal education, Deaf individuals often reconnect with the Deaf community independently. However, due to inconsistent exposure to both BIM and KTBM, many experience lingering identity confusion, finding it difficult to fully identify with either language.
This dilemma underscores a systemic failure to provide Deaf children with an education in a language they can truly understand and own. As a recognised language under the Persons with Disabilities Act 2008, BIM should be the primary medium of instruction for Deaf children. Additionally, school teachers should not be trained to use KTBM but should acquire BIM as a second language, ideally taught by certified BIM instructors. Their fluency in BIM should be certified to ensure their professionalism and ability to communicate effectively with Deaf students. However, the continued use of KTBM denies Deaf children their linguistic rights, limits their educational access, and hinders the development of a cohesive Deaf identity. This disconnect has prompted Deaf educators, advocates, and organisations like MyBIM to call for educational reform, pushing for BIM to be the official language of instruction for Deaf children in all educational settings.
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