Challenges of Foreign Language Learning for People with Disabilities: A Systematic Literature Review

Abstract

In Malaysia, the inclusion of people with disabilities (PWD) in foreign language learning has gained significant attention, particularly as it aligns with the Malaysia Education Development Plan (PPPM) 2013-2025. The PPPM emphasizes the mastery of languages such as Arabic and Mandarin or other languages to enhance communication skills and social integration. For students with disabilities, mastering foreign languages is not only about acquiring communication skills but also about gaining access to social, educational, and professional opportunities. However, the process of foreign language learning for PWD faces several challenges, such as the lack of appropriate teaching materials, trained instructors, and an accommodating learning environment. The barriers to effective foreign language education for PWD are particularly evident in the absence of accessible materials and the insufficient use of assistive technology. Moreover, many teachers are not adequately trained to address the unique needs of students with disabilities. These limitations exacerbate the difficulties faced by PWD students in learning foreign languages. This study adopts a Systematic Literature Review (SLR) approach to explore the significance, challenges, and solutions related to foreign language education for PWD. The findings suggest that there is a need for more inclusive, adaptive teaching methods and better resources. Furthermore, the study links the teaching of Arabic to Islamic education, emphasizing that Arabic language learning is crucial not only for communication but also for understanding Islamic teachings based on the Quran. Thus, addressing these challenges is essential for fostering an inclusive educational environment in Malaysia.