Kusienya B.D.

Kusienya B.D.

November 28, 2025

Non-verbal communication, Facial expressions, Gestures, Oral language production, Multilingual classrooms, Teacher education.

In Kenyan multilingual classrooms, where English, Kiswahili, and regional languages coexist, teachers’ non-verbal communication (NVC) is integral to promoting oral language production. Although global research establishes a link between gestures, facial expressions, and posture with enhanced learner engagement, there is limited empirical evidence on NVC’s influence on speaking skills within African multilingual settings. This qualitative study examines (1) the types of NVC employed by teachers during speaking activities, (2) how these strategies are enacted, and (3) perceptions of their effectiveness among teachers and students. Data was collected from three upper-primary schools in Nairobi through classroom video recordings, observations, semi-structured interviews, and questionnaires involving five teachers and twenty-five students. Employing Multimodal Interaction Analysis and Vygotsky’s Sociocultural Theory, thematic analysis identified that smiles, nods, gaze direction, and iconic/deictic gestures function to scaffold meaning, manage turn-taking, and alleviate speaking anxiety. Students reported speaking confidence, comprehension, and participation willingness, while teachers emphasized NVC’s role in rapport-building and instructional clarity, noting occasional cultural interpretation challenges. The findings emphasize the necessity of incorporating structured NVC training into teacher education programs to promote the intentional alignment of gestures, posture, and facial expressions with verbal Communication. This study re-conceptualizes NVC as a fundamental pedagogical resource essential for cultivating inclusive and interactive multilingual classrooms.

© 2025, the Authors. Published by ISCCAC

This is an open access article distributed under the CC BY-NC license