Alternation 31,1 (2024) 117 – 133 117 Print ISSN 1023-1757; Electronic ISSN: 2519-5476; DOI https://doi.org/10.29086/2519-5476/2024/v31n1a8 Sign Language in the Multilingual Space: The Case of English First Additional Language for Deaf Learners in Limpopo Province Ndivhuwo Matshanisi ORCID iD: https://orcid.org/0009000004592961 Berrington Ntombela ORCID iD: https://orcid.org/0000-0002-8099-402X Abstract Sign Language has been recognised as an important language in the education of deaf learners, meant, inter alia, to redress the neglect of the deaf community. It has been recognised as the twelfth official language in South Africa. This paper is based on the research about the challenges that teachers of English First Additional Language face when teaching English grammar to deaf learn- ers. The research was conducted in four special needs schools in the Limpopo Province in South Africa. A qualitative approach was adopted where inter- views with sixteen English First Additional Language teachers who teach deaf learners were conducted. The data collected through open-ended interviews were analysed thematically. Findings revealed that very few institutions of higher learning in South Africa offer Sign Language as a course. As a result, teachers who teach deaf learners were recruited without any knowledge of Sign Language resulting in them having had to learn Sign Language at the schools where they were employed. The main recommendation of this paper is that Sign Language should be included in the curriculum of teacher education if inclusive education is to be realised. This will go a long way into addressing inequalities suffered by differently abled persons in education. Keywords: English First Additional Language, inclusive education, multi- lingualism, Sign Language, Sign Language dialect, Sign Language interpreters