#978: Gestures Can Speak: Supporting Heritage Language Literacy Through Movement

Learning a heritage language in English-dominant contexts poses challenges for children with limited exposure to formal instruction. This study explores how gesture-based supports embedded in a mobile Persian-learning app enhanced letter recall among second-generation Iranian-American children. Each letter in the app was introduced with a hand gesture reinforced through mini-games. During interviews, children were shown letter visuals and prompted with these gestures. Results showed that gesture prompting increased correct recognition from 48% to 80%. Qualitative responses revealed that gestures served as memory hooks and cross-linguistic bridges, linking Persian letters to familiar English symbols. Findings contribute to embodied learning research, suggesting that gesture-integrated digital tools can support heritage language literacy in bilingual contexts.