Gesture - Volume 17, Issue 3, 2018

Sign languages do not arise from thin air: rather, they emerge in communities where conventions are already in place for using gesture. Little research has considered how these conventions are retained and/or adapted as gestures are integrated into emerging sign language lexicons. Here we describe a set of five gestures that are used to convey negative meanings by both speakers and signers in a single community: the San Juan Quiahije municipality in Oaxaca, Mexico. We show that all of the form-meaning mappings present for non-signers are retained by signers as they integrate the gestures into their lexicon. Interestingly, additional meanings are mapped to the gesture forms by signers – a phenomenon that appears to originate with deaf signers in particular. In light of this evidence, we argue that accounts of ‘wholesale borrowing’ of gestures into emerging sign languages is overly simplistic: signers evidently adapt gestures as they integrate them into their emerging lexicons.

Mathematical achievement is an early predictor of students’ academic outcomes, and mathematics achievement continues to be important throughout life. Thus, it is essential to examine instructional methods that enhance mathematical learning. One method that may impact mathematical learning is the use of gestures, yet a comprehensive methodical review of the data has not been conducted. The current study examined the impact that gestures have on student learning when educators use gestures during mathematical instruction and educators’ perception of student mathematical knowledge when students use gestures. A systematic search was conducted to assemble research studies that evaluated the use of gestures in mathematical instruction with students in preschool to 12th grade. Empirical data from 35 research articles indicate that gestures used by students or educators that enhance verbal instruction can increase student mathematical performance and memory. Furthermore, it is practical to teach students and educators to use gestures effectively during mathematical learning.

This paper proposes a novel analysis of deictic gestures which yields a taxonomy of manual pointing. ‘Gesture form analysis’ brings into relief the diversity of pointing by considering the imaginary forms necessarily involved in interpreting a gesture. It combines into a single framework insights found in the literature on how the meaning of any gesture is enabled by a series of spatial operations leading from the physical form of the articulators to the form of the target. Seven distinct spatial operations combine to define a gesture type, twenty-seven of which are illustrated with examples from open-data corpora. Most types involve not the prototypical linear vector of pointing, but the plane of an open hand. Not only deictic, but also iconic and other functions are shown to be rooted in imaginary forms and their ability to draw attention to and specify locations, directions, areas and volumes of space.