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      classroom-chronicles2

Enhancing Language Learning with Gesture Language 
Cybel Nava, Sally Mirza and Doris Gueye-Oué 

Recently, a group of preschool teachers and our French Language Learning specialist had the opportunity to attend a two-day training on gesture language. This approach, which was first introduced at FASPS in 2016 by our kindergarten teachers, has proven to be a game-changer in bilingual classrooms. Designed to help children overcome language barriers, gesture language allows students to store vocabulary more easily, learn at a faster pace, and, most importantly, avoid frustration in their learning journey. 

Why Gesture Language? 

At its core, gesture language is about understanding and addressing the unique needs of each student. By weaving gestures into language learning, we not only help children express themselves, but we also support them in grasping new concepts and building a rich vocabulary. Some parents and educators worry that children might rely too heavily on gestures and neglect speaking, but this concern is unfounded. Gesture language doesn’t replace spoken language—it enhances it. When children have a way to communicate early on, they become more eager to share their thoughts, thus boosting their oral language skills as well. 

How Does It Work? 

Gesture language engages three senses: visual, auditory, and kinesthetic. This multisensory approach makes it easier for children to retain vocabulary and use it in meaningful ways. By using the same gestures in both languages, students can connect ideas across languages, transferring their learning from one to the other. This method is mindful of students’ developmental stages, providing the right level of support to avoid frustration and promote success. Whether it’s daily classroom interactions, storytelling, or expressing emotions, gestures offer a rich, expressive tool for communication. 

Bringing Gesture Language to the Classroom 

During our training, we were introduced to a variety of hands-on tools like signed displays, picture dictionaries, and interactive stories, which we eagerly brought back to our classrooms. The results have been wonderful. We began with four basic gestures to help students ask questions during bilingual time, and our Pre-K students jumped right in, enthusiastically adopting them into their communication. We also incorporated gesture language into our morning routine to help children identify and express their feelings. For instance, while reading The Color Monster: A Pop-Up Book of Feelings, students were able to connect emotions like “happy,” “sad,” and “angry” with corresponding gestures. They formed sentences like “I am happy” by using these gestures to match their feelings. Their enthusiasm and active participation were truly inspiring. 

Why Gesture Language Works 

Gesture language keeps children moving and engaged, tapping into their natural need for physical activity while promoting active learning. This dynamic method encourages listening and speaking, creating a more dynamic and inclusive language-learning environment. We are excited to continue using this approach to enhance bilingual education at FASPS. By combining gestures with storytelling, daily communication, and emotional expression, we aim to foster a love for both learning and communication in our students. 

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With two campuses, our main campus on Mercer Island and our new preschool campus in the vibrant Capitol Hill area of Seattle, the French American School of Puget Sound (FASPS) is a private, bilingual school for children age 18 months (tiny young pre-kindergarten) through grade 8. Students benefit from a rigorous academic program, arts and technology curriculum, social and emotional learning, and a wide selection of extracurricular activities.
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The French American School of Puget Sound does not discriminate on the basis of race, color, national or ethnic origin, disability, gender, gender identity, gender expression, religion, or sexual orientation in the administration of its educational policies, financial aid programs, and athletic or other school-administered programs. This policy applies to all rights, privileges, programs, and activities, including applications and admissions, generally accorded or made available to students at the school.