Often at the beginning of a course, as students adapt to a new country, language, and culture, there is a small delay in their spoken word and understanding of what has been said to them. During this period, I focus on non-verbal and gestural language to identify components, materials, and processes. Gestures can be interpreted differently by many but are acknowledged as intentional and meaningful bodily movements (Ishino and Stam, 2011). Kendon (1982) categorises gestures into four groups: gesticulation, pantomime, emblem, and sign language. Ishino and Stam (2011) explain that gestural language removes the syntax found in sign language as well as spoken language.
During an induction on how to thread up the Computer-Aided Design (CAD) embroidery machine, I use non-verbal and/or sign language to help students understand what I’m asking.
Image 1,
Extended index and middle fingers of primary hand open and close while moving forwards slightly (miming scissors cutting).
British Sign Language (2026)
As shown in image 1, closing and opening your index and middle fingers creates the movement of scissors. This enables students to understand that you’re referring to cutting or looking for scissors. Distinguishing between the object (scissors) and the process of cutting is identified by the presence or absence of movement. For instance, closing and opening your index and middle fingers across a particular area of fabric indicates cutting that area. Thomas-Sunesson et al. (2018) explained that multilinguals find it easier to understand non-verbal communication.
By removing verbal communication, students can draw all their attention to understanding the visual information presented to them. Additionally, when students realise they can still communicate without perfect language skills, they feel less afraid of making mistakes. This confidence encourages them to participate more in class and in social situations.
I have noticed Technicians cross different courses , using non-verbal cues such as hand gestures and visual demonstrations, to help students understand meaning without relying solely on words. This is particularly helpful for instructions and classroom routines.
However, non-verbal language is only as effective as the student’s understanding of the gesture. An alternative method of communication is through translation using a phone and/or small tablet. This method is efficient but not instant, as it requires students to locate their phone, search for or find a translation app, type the word and/or phrase, and then show it to the technician. Essentially, this process takes away the spontaneity of verbal conversation.
The effectiveness of non-verbal language can be significant in most cases. However, the efficiency of this method could be enhanced by integrating key non-verbal charts across technical workshops, which would help students identify what tools they need. The chart could feature 6–9 signals labelled underneath, enabling a global language within the university workshops.
References
British Sign Language (2026). ‘Scissors’. Available at https://www.british-sign.co.uk/british-sign-language/how-to-sign/scissors/ (Accessed16/01/26)
Ishino, M and Stam, G (2011) ‘Integrating gestures: The interdisciplinary nature of gesture’ , Introduction, John Benjamins Publishing Company, Amsterdam & Philadelphia, pp 4-5 Available at https://library.oapen.org/viewer/web/viewer.html?file=/bitstream/handle/20.500.12657/45671/625251.pdf?sequence=1&isAllowed=y (Accessed 20/01/26)
Kendon, A. 1982. “The study of gesture: Some remarks on its history.” Recherches Semiotique/Semiotic Inquiry 2: 45–62
Thomas-Sunesson, D., Hakuta, K. and Bialystok, E. (2018) ‘Degree of bilingualism modifies executive control in Hispanic children in the USA’, International Journal of Bilingual Education and Bilingualism, 21(2), pp. 197–206. doi: 10.1080/13670050.2016.1148114.