Introduction Chronologically, before the systematic production of the Basic Module for the Blind (KAiMaL) in 2010, pupils with visual impairments learned Braille codes based on initiatives and flexibility of subject teachers. Initially, students learned alphabetic Braille (Barclay, Herlich, & Sacks, 2010) followed by contracted Braille based on formulas and procedures prescribed in the Handbook of British Braille Prime (1992). According to D'Andrea (2009), braille code has developed as a methodology that represents printed text for people with visual impairments. According to Kway (2012), braille code is the medium for literacy activities specific to reading and writing. Furthermore, with the availability of braille literacy, the career prospects for those who are proficient in braille literacy are brighter than for those who have not mastered the skills (Koenig & Holbrook, 2000; Ryles 1996, 2000; Schroeder 1989.1996) .Bilingualism and Teaching English as a Second Language (ESL) Bilingualism occurs among people who use multiple languages ​​in literacy activities. Bilingualism is not a teaching and learning methodology. In depth, it is an approach to improve students' understanding in the context of learning and teaching by implementing scaffolding of the foreign language with the native language (Ovando, Combs, & Collier, 2003). In Malaysia, the policy of “Supporting the Malay Language and Strengthening English” (MBMMBI, 2010), has promoted the learning of English as a core subject, as well as strengthening its dominance as a language of communication and other knowledge disciplines. The Education Blue Print (PPPM, 2013-2025), stated that English is a compulsory subject in Malaysia Educati...... middle of paper ......ESPT. Each phase focused on three groups of teaching time protection (MMI) at school. A total of 127 words quoted from the Integrated Secondary School Curriculum (KBSM) textbook and contracted words found in the British Braille Prime textbook. The quoted words were dictated progressively into verbal form. The overall mean score was then analyzed to detect the types of spelling errors found in the responses. (See Table 2) A total of 15 respondents were conditionally selected from a special education secondary school for the blind located in Kuala Lumpur, Malaysia. The choice of the school is motivated by the fact that it is the only school in Malaysia that offers special education services, especially for people with visual impairments. Table 3 shows the frequency distribution of the sample by type of disability and level of education.