The Case for Implementing Key Word Sign in Mainstream Australian Schools: Enhancing Communication, Inclusion, and Learning in Early Education

Incorporating Key Word Sign (KWS) into mainstream Australian schools presents a compelling opportunity to enhance communication, support inclusion, and improve learning outcomes across multiple domains.

While KWS has traditionally been used in special education settings, its broader application in Preparatory (Prep) and Grade 1 classrooms has the potential to benefit all students.

This article explores how KWS can enhance language development, literacy, numeracy, and social-emotional skills, drawing on a rich body of research on gesture, sign language, and multimodal learning. It outlines practical steps for implementation and considers the value of extending KWS to older students. By integrating KWS into daily routines, Australian schools can foster more inclusive, effective, and dynamic learning environments that cater to diverse learning needs and communication styles.

Image: Kim the Koala doing the Key Word Sign for School

1. Introduction

Key Word Sign (KWS) is a communication tool that supports spoken language through simplified signs, based on Auslan (Australian Sign Language), accompanied by speech. While KWS has been traditionally used to support students with communication difficulties, there is a strong case for its broader application in mainstream education. KWS can be a valuable resource not just for children with speech and language needs but for all students, including those learning English as an additional language (EAL).

The potential benefits of implementing KWS in Prep and Grade 1 classrooms extend beyond communication. Research in gesture studies, second language acquisition, and mathematics education has shown that incorporating visual and kinesthetic elements into learning can significantly enhance cognitive processing, memory retention, and conceptual understanding (Goldin-Meadow, 2015; Cook et al., 2017). Moreover, the work of Marilyn Daniels (2001, 2004) has demonstrated the positive impact of sign language on literacy development in hearing children.

2. Understanding Key Word Sign

key word sign for what

KWS is a form of augmented communication that blends speech with visual signs. It originated as a way to support individuals with communication challenges, particularly in educational and therapeutic settings.

One of the key differences between KWS and Auslan is that KWS is used in conjunction with spoken English, whereas Auslan is a complete language in its own right. KWS is not meant to replace speech but to support and reinforce it, providing visual cues that enhance comprehension. For students in mainstream classrooms, KWS can serve as a bridge to communication, ensuring that all children—regardless of their language abilities—can understand and be understood. For more information on the differences between Auslan and Key Word Sign please click here.

Image: Kim the Koala signing the Key Word Sign for what

3. Benefits of KWS in Mainstream Classrooms

Please find below a list of benefits from implementation of Key Word Sign to student beyond those that have communication difficulties, these benefits include:

• Language Development;
• Cognitive Skills;
• Social and Emotional Development; and
• Academic Performance

Image: Kim the Koala signing the Key Word Sign for benefits

3.1 Language Development

The use of KWS in the classroom offers significant advantages for language development, particularly in the early years. By pairing key vocabulary with signs, KWS reinforces word meanings and aids in retention. This aligns with research on gesture and second language acquisition, which has shown that incorporating gestures and signs can enhance vocabulary acquisition and retention (Macedonia & Knösche, 2011; Kelly et al., 2009).

This can be especially beneficial for EAL learners, who may struggle with understanding and acquiring English vocabulary and for those learning a second language within the classroom. The visual nature of KWS supports multimodal learning, which can enhance comprehension for all students. Studies have shown that multimodal input can lead to better language processing and memory consolidation (Mayer & Moreno, 2003).

Additionally, KWS encourages children to slow down and focus on individual words, fostering deeper understanding. For example, signs for key words like “help,” “stop,” and “more” can be seamlessly integrated into classroom activities, enabling students to practice both spoken and signed vocabulary.

3.2 Cognitive Skills

Using KWS has been shown to support cognitive development in several ways. For one, it enhances memory and recall through the use of visual and kinaesthetic cues. When children see, sign, and say a word, they are engaging multiple areas of the brain, which improves retention. This is supported by research on embodied cognition, which suggests that physical actions can enhance cognitive processes (Wilson, 2002).

Visual-spatial reasoning is also strengthened through the use of signs, as students must think about the space around them and how they move their bodies to produce the signs. Furthermore, learning a form of visual communication like KWS encourages executive functioning skills, such as planning and task switching, which are critical for academic success. Studies have shown that bilingual individuals, including those proficient in both spoken and signed languages, often demonstrate enhanced executive function skills (Bialystok et al., 2012).

3.3 Social and Emotional Development

KWS fosters an inclusive environment where all children, regardless of language ability, can communicate and participate. It encourages students to be more mindful of how they communicate with others and to consider different modes of expression. This awareness can build empathy, helping students better understand peers who may struggle with verbal communication.

Additionally, KWS can help children express their emotions, especially when they find it difficult to articulate feelings in words. Simple signs like “sad,” “happy,” or “angry” provide children with an alternative way to express how they feel, supporting emotional regulation and social interaction. Research has shown that emotional literacy and the ability to express emotions are crucial for social development and academic success (Denham et al., 2012).

Importantly, KWS offers children a discreet way to communicate needs or feelings that they might be uncomfortable verbalizing. Signs for “need a break,” “toilet,” “help,” or “difficult” allow students to communicate these needs without drawing attention to themselves, promoting autonomy and reducing potential anxiety or embarrassment.

3.4 Academic Performance

The academic benefits of KWS extend to both literacy and numeracy. In terms of literacy, KWS can help reinforce phonics and vocabulary learning by providing a physical representation of words. Marilyn Daniels’ extensive research (2001, 2004) has demonstrated that incorporating sign language / key word sign into literacy instruction for hearing children can lead to improved reading skills, vocabulary development, and spelling proficiency.

For numeracy, KWS can support the understanding of basic mathematical concepts such as “more,” “less,” “big,” and “small.” Signing positional language terms like “on,” “under,” and “next to” can also support early numeracy and spatial awareness, which are key foundational skills for more advanced maths learning. This aligns with research on gesture in mathematics education, which has shown that incorporating gestures can enhance mathematical reasoning and problem-solving skills (Novack et al., 2014).

Engaging children through KWS keeps them actively involved in the learning process, encouraging participation and reinforcing concepts in a memorable way. This multimodal approach to learning is supported by cognitive load theory, which suggests that presenting information through multiple channels can enhance learning efficiency (Sweller, 2011).

4. Implementing KWS in Prep and Grade 1

Integrating KWS into daily classroom routines is both feasible and beneficial. Teachers can start by learning a core set of signs, such as “help,” “more,” “stop,” “listen,” and “thank you,” to use during transitions, group activities, and playtime. Additionally, including signs for basic classroom instructions, like “sit,” “stand,” and “come,” helps reinforce understanding of daily routines.

Teacher training is crucial for successful KWS implementation. Professional development opportunities should be available, and teachers should have access to resources like flashcards, posters, and video tutorials. Involving parents by sharing signs to use at home can further reinforce learning and communication, creating a consistent environment for children to practice and apply their KWS skills.

Image: Key Word Sign Core Vocabulary for Schools (Prep and year 1) based on 2022 research by Frizelle, Pauline, and Caoimhe Lyons. This can be purchased from our shop.

Some recommended signs for young children include:

  • Stop – Useful during playtime, transitions, or moments when children need to pause and focus.
  • Help – Encourages children to ask for assistance in a non-verbal way.
  • More – Can be used during snack time, in activities, or when reinforcing counting or grouping.
  • Finished – Supports task completion and can be helpful during structured learning activities.
  • Wait – Ideal for encouraging patience during classroom routines.
  • Toilet – Allows children to communicate this need discreetly.
  • Break – Enables students to signal when they need time to recharge or step away.

Here are Sunshine Sign and Sing we provide KWS professional development training for schools and teachers. Along with the training a number of physical and digital resources are required, including a school core vocabulary book based on Frizelle’s (2002) extensive research into a core vocabulary for schools with access to video tutorials, school poster and lanyard cards for classroom use. For more information on our training please click here.

5. Extending KWS to Older Students

While KWS is often associated with younger children, its benefits can extend to older students as well. Upper primary and secondary students can use KWS to explore more complex concepts, such as emotions, abstract ideas, and scientific terms. Teachers can encourage peer-to-peer learning by having older students teach KWS to younger students, which promotes leadership skills and reinforces the importance of inclusive communication.

In secondary education, KWS can support students studying languages or linguistics, as learning a visual form of communication enhances overall language awareness and can be particularly helpful for students with diverse learning needs. This aligns with research on cross-linguistic influence and metalinguistic awareness in multilingual education (Jessner, 2008).

6. Challenges and Considerations

Despite the many benefits, there are challenges to consider when implementing KWS in mainstream settings. Some educators and parents may hold misconceptions about key word sign, viewing it as solely for students with disabilities. It’s important to shift this perception and highlight that KWS can enhance communication for all students. Consistency across educational settings is also vital, so collaboration between teachers, support staff, and speech pathologists will ensure that KWS is used effectively. Overcoming these challenges is covered in our KWS training to ensure you feel supported in your key word sign journey.

8. Recommendations for Policy and Practice

To integrate KWS into mainstream education, the following steps are recommended:

  • Curriculum Integration: Embed KWS into early years curricula as part of language and communication development.
  • Professional Development: Provide ongoing training for educators to ensure they feel confident using KWS in the classroom. Please see our training page.
  • Collaborative Approaches: Work closely with speech pathologists and special education experts to tailor KWS use to different student needs.
  • Research Initiatives: Conduct longitudinal studies to measure the long-term impact of KWS on academic performance and social-emotional development.

9. Conclusion

The case for implementing KWS in mainstream Australian schools is compelling and supported by a growing body of research. KWS can support language, cognitive, social-emotional, literacy, and numeracy development, creating a more inclusive and dynamic classroom environment. By providing students with additional tools for communication and learning, KWS has the potential to enhance education for all students, regardless of their language background or learning needs. With the right training, resources, and policy support, KWS can become a valuable tool in enhancing education for all students in Australia. Schools should take proactive steps toward integrating KWS, benefiting both students and educators alike.

Please view our training page to book in your training and resources or visit our shop to find resources that are right for your school setting. Can’t find what you are looking for? Contact us as we look to customise resources to individual settings and needs.

References

Bialystok, Ellen, Fergus IM Craik, and Gigi Luk. “Bilingualism: consequences for mind and brain.” Trends in cognitive sciences 16.4 (2012): 240-250.

Cook, Susan Wagner, et al. “Hand gesture and mathematics learning: lessons from an Avatar.” Cognitive science 41.2 (2017): 518-535.

Daniels, Marilyn. Dancing with words: Signing for hearing children’s literacy. Bloomsbury Publishing USA, 2000.

Daniels, Marilyn. “Happy hands: The effect of ASL on hearing children’s literacy.” Literacy Research and Instruction 44.1 (2004): 86-100.

Denham, Susanne A., et al. “Observing preschoolers’ social-emotional behavior: Structure, foundations, and prediction of early school success.” The Journal of genetic psychology173.3 (2012): 246-278.

Frizelle, Pauline, and Caoimhe Lyons. “The development of a core key word signing vocabulary (Lámh) to facilitate communication with children with Down syndrome in the first year of mainstream primary school in Ireland.” Augmentative and Alternative Communication 38.1 (2022): 53-66.

Goldin-Meadow, Susan. “From action to abstraction: Gesture as a mechanism of change.” Developmental review 38 (2015): 167-184.

Jessner, Ulrike. “A DST model of multilingualism and the role of metalinguistic awareness.” The modern language journal92.2 (2008): 270-283.

Kelly, Spencer D., Tara McDevitt, and Megan Esch. “Brief training with co-speech gesture lends a hand to word learning in a foreign language.” Language and cognitive processes24.2 (2009): 313-334.

Macedonia, Manuela, and Thomas R. Knösche. “Body in mind: How gestures empower foreign language learning.” Mind, Brain, and Education 5.4 (2011): 196-211.

Mayer, Richard E., and Roxana Moreno. “Nine ways to reduce cognitive load in multimedia learning.” Educational psychologist 38.1 (2003): 43-52.

Novack, Miriam A., et al. “From action to abstraction: Using the hands to learn math.” Psychological science 25.4 (2014): 903-910.

Paas, Fred, and John Sweller. “An evolutionary upgrade of cognitive load theory: Using the human motor system and collaboration to support the learning of complex cognitive tasks.” Educational Psychology Review 24 (2012): 27-45.

Wilson, Margaret. “Six views of embodied cognition.” Psychonomic bulletin & review 9 (2002): 625-636.

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