<![CDATA[Deaf children experience difficulties in receiving and understanding auditory information, which affect their language and communication development as well as their social and emotional abilities. Language plays an important role in recognizing, understanding, expressing, and regulating emotions. This condition becomes more complex for Deaf children who use a local language as their primary language and must adapt to Indonesian as the formal language in educational and social settings. This study aims to analyze emotion regulation and perceptions of Indonesian among Deaf children who use a local language. The study employed a literature review method using secondary data from relevant scientific articles. Ten articles were selected through Google Scholar based on thematic relevance, publication year, and source quality. The findings indicate that limited language access may affect Deaf children’s ability to recognize, understand, and appropriately express emotions, resulting in less effective emotion regulation, particularly for negative emotions. Deaf children tend to feel more comfortable using local languages and sign language than Indonesian, which may be perceived as formal and less familiar. Language perceptions are associated with self-confidence, communication comfort, and social and emotional interaction. Family and school support through flexible and multimodal communication, emotion regulation training, and active parental involvement is important for supporting emotional and language development. Therefore, language- and emotion-friendly educational environments are needed to improve emotion regulation and foster more positive perceptions of Indonesian among Deaf children who use local languages.]]>
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