• gestures
• multimodality
• vocabulary memorization
• language acquisition
• second language teaching
• bilingualism
• bilingual education
• natural approach
• affective-humanistic approach.

This dissertation examines the effects of gesture on early vocabulary memorization in teaching English as a Second language to young learners in a bilingual environment that uses a natural and an affective-humanistic approach together with multimodality as the main strategy. 9 children (mean age 4) took part in this pilot study in which 24 target words were presented in two different modalities: Verbal Training (VT) and Gestural Training (GT). Kids were exposed to those new words for 7 weeks and then their active and passive language skills were tested with two different tests of evaluation: Expressive One-Word-Picture-Vocabulary Test and Sequenced Inventory of Communicative Development Test. Results show that gestures significantly influence the memorization of the target words in both expressive and receptive language, as well as their communicative abilities and strategies. This finding can be considered extremely significant for the second language teaching community. In fact, gestures could be considered a tool for both teachers and pupils in early second language teaching.