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Abstract

Abstract

This article presents co-constructed co-signed gestures (CoCos), a toolkit for second language (L2) teaching in which gestures are developed by teacher and students, together, as a device for understanding and representing the meaning or function of each element of sentences selected from a spoken or written focus text. We trace the emergence of CoCos from L2 English teaching for Indigenous Australian students, through to its application to the revival of traditional Indigenous languages that have not been used as the main language of daily communication amongst community members for several generations. Through four case studies, in the form of teacher reflective reports based on their observational data, the authors explain how we have used CoCos with preschool through to adult learners, as an engaging pedagogy that harnesses continuing multimodal communication practices in Indigenous communities for language teaching today. As a collective of insider teachers, teacher educators, and researchers in Indigenous contexts, we have learned from each other, a factor that has inspired our analysis of the case studies through a teacher professional development lens. More broadly, the analysis sheds light on the importance of enhancing the strategies and confidence of classroom teachers who are both new to L2 teaching and under-supported in it. This study fills significant gaps in the literature on local L2 teaching approaches in classroom settings, and L2 teacher professional development in Indigenous Australian contexts, whether for English language teaching or the teaching of Indigenous languages being revived from historical sources.

© John Benjamins Publishing Company
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2026-01-12
2026-02-17

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/content/journals/10.1075/aral.25008.ang
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Co-constructed co-signed gestures (CoCos)
John Benjamins ; https://doi.org/10.1075/aral.25008.ang
/content/journals/10.1075/aral.25008.ang
/content/journals/10.1075/aral.25008.ang
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  • Article Type: Research Article
Keywords: gesture pedagogy ; second language teaching ; traditional Indigenous languages ; TESOL, Indigenous learners ; teacher professional development

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