Language Is More Than Speech: Implications for Foreign/Second Language Learning and Teaching

Abstract

When people speak, they move their hands and arms. These movements or gestures are as much a part of language as speech is (Kendon, 1980). Together speech and gesture develop from a growth point, a kernel or a seed of thinking, and form a single integrated dynamic system in which speech, gesture, and thought develop over time and influence each other (McNeill, 1992, 2005, 2012; Stam, 2018). Empirical research on speech and gesture has shown that gestures provide information about learning, teaching, and thinking that speech alone does not (e.g., Chase & Wittman, 2013; Holler & Wilkin, 2009; Iverson & Goldin-Meadow, 2005; McNeill & Duncan, 2000; Stam, 2006; Stam & Tellier, 2017; Tellier et al., 2021). This has implications for both foreign/second language learning and teaching.

In this talk, I will explain what gestures are and how they are relevant for foreign/second language learning and teaching. I will discuss what types of gestures can and cannot be taught. I will then provide a brief overview of studies that have investigated both foreign/second language learners’ and teachers’ gestures (for reviews, see Gullberg & McCafferty, 2008; Gullberg et al., 2008; Stam & McCafferty, 2008; Stam, 2013; Stam & Buescher, 2018; Stam & Tellier, 2022; Urbanski & Stam, 2023). I will present evidence from several studies (Stam, 2017; Stam & Tellier 2017; Stam et al., 2023; Tellier et al., 2021) that demonstrate how examining gestures allows us to see L2 speakers’ conceptualizations in thinking for speaking and how future language teachers vary their gestures depending on the proficiency of their interlocutor. I will emphasize why it is important to examine gestures in second/foreign language learning and teaching and what we miss when we do not.

References

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Tellier, M., Stam, G., & Ghio, A. (2021). Handling language: How future language teachers adapt their gestures to their interlocutor. Gesture, 20(1), 30-62.