Gesture - Volume 8, Issue 2, 2008

The purpose of the current paper is to outline how gestures can contribute to the study of some key issues in language development. Specifically, we (1) briefly summarise what is already known about gesture in the domains of first and second language development, and development or changes over the life span more generally; (2) highlight theoretical and empirical issues in these domains where gestures can contribute in important ways to further our understanding; and (3) summarise some common themes in all strands of research on language development that could be the target of concentrated research efforts.

This paper investigates the social-cognitive and motivational complexities underlying prelinguistic infants’ gestural communication. With regard to deictic referential gestures, new and recent experimental evidence shows that infant pointing is a complex communicative act based on social-cognitive skills and cooperative motives. With regard to infant representational gestures, findings suggest the need to re-interpret these gestures as initially non-symbolic gestural social acts. Based on the available empirical evidence, the paper argues that deictic referential communication emerges as a foundation of human communication first in gestures, already before language. Representational symbolic communication, instead, emerges as a transformation of deictic communication first in the vocal modality and, perhaps, in gestures through non-symbolic, socially situated routines.

We examined the relationship between spontaneous gesture production and spoken lexical ability in children with Down syndrome (DS) in a naming task. Fifteen children with DS (3;8–8;3 years) were compared to 15 typically developing (TD) children matched for developmental age (DATD) (2;6–4;3 years of chronological age) and 15 matched for lexical ability identified by the MacArthur-Bates CDI questionnaire (LATD) (1;9–2;6 years of chronological age). Children of the DATD group displayed a larger number of correct spoken answers compared to other groups, while DS and LATD groups showed a similar naming accuracy. In comparison to both groups of TD children, a higher number of unintelligible answers was produced by children with DS, indicating that their spoken language is characterized by serious phono-articulatory difficulties. Although children with DS did not differ from DATD and LATD controls on the total number of gestures, they produced a significantly higher percentage of representational gestures. Furthermore, DATD children produced more spoken answers without gestures, LATD children produced more bimodal answers, while children with DS gestured more without speech. Results suggest that representational gestures may serve to express meanings when children’s cognitive abilities outstrip their productive spoken language skills.

This article examines the impact of gesture on second language memorisation in teaching to very young learners. Twenty French children (mean age 5;5) took part in an experiment. They had to learn eight words in a foreign language (English). One group of children (N = 10) were taught words with pictures and another group (N = 10) words with accompanying gestures. Children in this group had to reproduce the gestures while repeating the words. Results show that gestures and especially their reproduction significantly influence the memorisation of second language (L2) lexical items as far as the active knowledge of the vocabulary is concerned (being able to produce words and not only understand them). This finding is consistent with theories on multimodal storage in memory. When reproduced, gestures not only act as a visual modality but also as a motor modality and thus leave a richer trace in memory.

This study investigates the frequency of gestural marking of pre-introduced referents in discourse by Dutch learners of Japanese with native data as baseline. Of interest is whether learners’ over-explicit marking of referents in speech and gesture reported in the literature is a phenomenon related specifically to the acquisition process of pronominal systems or a general phenomenon related to learning to structure information in a target-like manner irrespective of target languages. The data were analyzed in terms of referential expressions used (lexical NP, pronoun, zero-anaphora) and of the rate of gestures accompanying mentions of referents. The results reveal that even when the target language does not have an active use of pronouns, learners overtly specify referents in two modalities. Cross-linguistic variations in discourse-related gestures and possible accounts of the frequent gestural marking of referents in L2 are discussed.

Abundant evidence across languages, structures, proficiencies, and modalities shows that properties of first languages influence performance in second languages. This paper presents an alternative perspective on the interaction between established and emerging languages within second language speakers by arguing that an L2 can influence an L1, even at relatively low proficiency levels. Analyses of the gesture viewpoint employed in English and Japanese descriptions of motion events revealed systematic between-language and within-language differences. Monolingual Japanese speakers used significantly more Character Viewpoint than monolingual English speakers, who predominantly employed Observer Viewpoint. In their L1 and their L2, however, native Japanese speakers with intermediate knowledge of English patterned more like the monolingual English speakers than their monolingual Japanese counterparts. After controlling for effects of cultural exposure, these results offer valuable insights into both the nature of cross-linguistic interactions within individuals and potential factors underlying gesture viewpoint.