Teacher’s and Parents' Collaboration in Supporting English Vocabulary Learning for Deaf Students
Abstract
Deaf students often experience barriers in acquiring English vocabulary because their limited access to auditory input reduces opportunities for exposure, practice, and comprehension. Overcoming these challenges requires the use of creative teaching strategies and strong collaboration between teachers and parents to ensure that learning continues beyond the classroom. The purpose of this study was to investigate the strategies employed by teachers in teaching basic English vocabulary to deaf students, how parents reinforce this learning at home, and how collaboration between both parties supports students’ progress. A qualitative descriptive approach was adopted, involving interviews and observations with teachers and parents at SMALBS Muhammadiyah Golokan Sidayu. Data were analyzed thematically using Miles and Huberman’s framework, allowing key themes to emerge naturally from participants’ experiences. The results showed that teachers used multimodal strategies, with visual aids, sign-supported speech, repetition, and contextual activities being the most frequently applied. Parents played a complementary role by repeating vocabulary during daily routines, using gestures and signs, and embedding new words in meaningful contexts. Despite these efforts, challenges such as sustaining attention and teaching abstract words were identified. A significant finding of the study was the presence of a continuous feedback loop, where teachers and parents shared observations, adapted strategies, and monitored students’ development together. The study concludes that effective vocabulary development for deaf students requires an active partnership between teachers and parents, ensuring that learning is reinforced and contextualized across settings. These insights highlight the value of inclusive practices and suggest that further research should explore technological and community-based approaches to strengthen language acquisition among deaf learners.
