Remote learning was the new norm as the COVID-19 pandemic was on the rise. Unfortunately, as educators had to shift to teaching in a virtual environment, the fundamental aspect of communication -gestures- was lost. Elizabeth M. Wakefield and Natalia Zielinski’s (2021) research provides information regarding language processing and the crucial role co-speech gestures play, specifically for bilingual learners. Their study examined how language proficiency affects the use of gestures in narrative comprehension. They observed the participants eye movement through a tracker and found that gestures directed attention and focus improved language processing. The findings were most prominent for those with lower language proficiency highlighting the crucial role gestures play in understanding. Due to the absence of gestures during online learning, bilingual students may have struggled more and faced greater disadvantages than their peers due to the many comprehension gaps.
In in-person settings instructors rely on gestures to demonstrate key ideas, illustrate abstract concepts, and overall clarify any understandings. However, remote learning limited these visual cues because of small screens, eye strains (due to prolonged screen time), internet disruptions. Because of this, students such as English Language Learners (ELLs), had a difficult time grasping content and the complex ideas presented. Findings from EdWeek (Mitchell, 2020) concluded that compared to their native speaking peers, ELLs struggled more when it came to virtual learning. The lack of gestures had left students with fewer contextual cues to aid in understanding which in turn increased any comprehension gaps for English language learners.
As online learning continues, educators must recognize the importance of gestures and incorporate them into virtual learning. There are several techniques that can be implemented in daily online learning such as visible hands on camera, including the use of interactive animations, and even adding the use of AI’s nonverbal communication features (Mayer, 2020). Through the use of diverse learning methods, all students, especially those processing information in a second language, can be supported in their academia, building confidence, and overcoming language barriers, allowing them to be fully involved in their education and reach the full potential of their curriculum.
Wakefield’s research emphasizes that language is not only about the words itself, rather how those words are expressed. With online learning here to stay, it’s crucial to implement gestures into the virtual learning environment.
References
Mayer, R. (n.d.). (PDF) principles based on social cues in multimedia learning. https://www.researchgate.net/publication/359588354_Principles_Based_on_Social_Cues_in_Multimedia_Learning
Mitchell, C. (2020, November 19). English-learners may be left behind as remote learning becomes “New normal.” Education Week. https://www.edweek.org/teaching-learning/english-learners-may-be-left-behind-as-remote-learning-becomes-new-normal/2020/03
Wakefield, E. M., & Zielinski, N. (2021). Language proficiency impacts the benefits of co-speech gestures for narrative understanding through a visual attention mechanism. Cognitive Science, 45(4), e12983.
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