<![CDATA[This study examines teachers' communication strategies in inclusive English as a Foreign Language (EFL) classroom at SDN 2 Bengkala, Bali, focusing on challenges in communicating with deaf students and the strategies used to address them. A qualitative case study was conducted using classroom observations, interviews, and field notes, which were analyzed through thematic analysis supported by Lasswell's Communication Theory. The findings identified four communication strategies: verbal, non-verbal, visual and sign language support, and multimodal communication. Teachers used simplified instructions, repetition, gestures, visual media, and Kolok Sign Language, with multimodal communication emerging as the dominant strategy. Two main challenges were identified: difficulty communicating English vocabulary and abstract concepts through sign language and students' emotional state and readiness to learn. Teachers addressed these challenges through collaboration with teaching assistants, visual media, and motivational activities. This study highlights the importance of flexible multimodal communication and teacher-assistant collaboration in supporting accessible and inclusive EFL learning for deaf students.]]>
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