THE introduction of Malaysian Sign Language (BIM) in mainstream schools under the 2027 school curriculum (KP2027) has the potential to reshape how future generations engage with deaf communities.
However, experts caution that its impact will depend largely on how the subject is designed and delivered.
Malaysian Sign Language and Deaf Studies Association co-founder and secretary Dr Anthony Chong said BIM should be taught as a language in its own right, rather than being treated primarily as a disability support tool.
“Assessments should focus on language competence and communication skills rather than memorisation of vocabulary lists.
“Students should demonstrate their ability to communicate naturally in BIM through conversations, presentations and interactive activities,” he told StarEdu.
He added that exposing hearing students to BIM could help them view deaf people as a linguistic and cultural minority community rather than solely through the lens of disability.
Such understanding, he emphasised, could break down communication barriers, foster more meaningful interactions and contribute to greater inclusion in schools, workplaces and public spaces.
Earlier, in November last year, the ministry said BIM – offered as an additional subject in mainstream schools under KP2027 – would be introduced gradually, starting with Year One pupils in schools with integrated special education programmes.
According to Chong, many members of the public still mistakenly view BIM as a signed version of Bahasa Melayu (BM) or as a communication aid rather than a language in its own right.
“Although BIM is recognised under the Persons with Disabilities Act 2008 as the official language of the deaf community, many people still do not realise that it is a natural language with its own grammar, linguistic structure and cultural significance,” he said.
This misconception, he added, often leads people to ask whether there is a separate sign language for English, assuming that BIM is tied to BM in the same way spoken languages are tied to speech.
“For this reason, the curriculum design should be based on BIM as a language rather than as a communication aid.
“Students should learn authentic BIM, deaf culture, language structure and real-life communication skills,” he stressed.
Exposure to BIM from a young age, he added, could play an important role in shaping how students understand diversity, communication and inclusion.
“It may help students understand that communication does not only occur through speech and hearing.
“People communicate in different ways, and those differences should be respected rather than viewed as limitations,” he said.
Empowering educators
Chong also cited the need to develop a sustainable pathway for qualified deaf BIM instructors to teach in schools as one of the most urgent priorities for ensuring the long-term sustainability of BIM education.
“Currently, schools generally require teachers to possess formal teaching qualifications before they can teach in classrooms.
“While this requirement serves an important purpose within the education system, it may unintentionally exclude highly qualified deaf BIM instructors who possess native or near-native fluency, extensive teaching experience and recognised BIM certifications, but do not hold conventional teaching credentials,” he said.
He noted that many deaf organisations internationally advocate placing deaf people at the forefront of sign language teaching because they are the primary language users and cultural custodians of the language.
“Their lived experience and linguistic expertise provide a level of authenticity that cannot easily be replicated through short-term training programmes,” he said.
Chong also suggested that Malaysia explore specialised accreditation frameworks that recognise BIM expertise, teaching competence and linguistic knowledge.
“Such an approach would help preserve the linguistic integrity of BIM, provide students with authentic language models and create meaningful employment opportunities for deaf individuals, who often face significant barriers in the labour market,” he said.
Agreeing, Malaysia Federation of the Deaf executive director Mohamad Sazali Shaari said sustained investment in qualified teachers, learning resources and institutional support will be essential to ensure the initiative achieves its intended outcomes.
“We are moving towards an inclusive society where no one is left behind, including in communication.
“Learning BIM from a young age could help reduce communication barriers and support inclusion from the earliest stages of education,” he said.
Sazali noted that teachers are often the first point of contact for students learning a new language, making their confidence and preparedness crucial in shaping students’ interest in and understanding of BIM.
“Adequate support should extend beyond BIM instructors to include mainstream teachers and school staff, helping them communicate more effectively with deaf students and contribute to a more inclusive school environment,” he said.
Beyond the classroom, Sazali said greater awareness of BIM could help create a society that is more responsive to the needs of the deaf community.
“Such efforts would help ensure that inclusion is not limited to policy, but is reflected in daily interactions and opportunities for participation,” he said.
Learning to include
Schools should be an inclusive place for all students. It is important that every voice is heard in one way or another. Teaching students to communicate with one another can help strengthen the student community and bring them closer than ever.
Christopher Foong, 16
If everyone in school learnt some basic BIM signs, it could help break down barriers that often prevent meaningful interaction with deaf individuals. People do not usually exclude others intentionally; more often, they gravitate towards those they can communicate with easily. It also reminds us that communication is not about sound; it is about understanding.
Isabel Lim, 15
Learning BIM opens up new opportunities for students to make friends, especially those with speech or hearing impairments. It also helps normalise the use of BIM, enabling these individuals to express their desires and needs, and creating a more inclusive environment. Even learning a few basic signs can help someone feel more included.
Shannon Loong, 17
