Key Word Sign and Bilingualism: It’s Not Just for English

Written By Sarah Yeung

Key Word Sign (KWS) training is often delivered in English, and we usually see it modelled in English too. But have we challenged ourselves to think beyond the way it was taught? Can we use Key Word Sign with a bilingual child?

There’s a common misconception: “Isn’t Key Word Sign just for English?”

The short answer is: no, it’s not.

And this misunderstanding can sometimes limit how confidently we support bilingual and multilingual children.

At the same time, signing has gained a lot of popularity, through “baby sign,” social media, and everyday parenting spaces.

We’re seeing more families using signs not just for children with language delays, but as part of early communication more broadly.

And while that visibility is a positive thing, it also means messages can get simplified or misunderstood.

Which brings us back to this question: What is Key Word Sign actually for, and how does it fit within bilingual development?

What Key Word Sign Actually Is (and Isn’t)

Key Word Sign is not a language. Australian Sign Language (AUSLAN) is a language.

KWS is a communication strategy that uses manual signs alongside spoken language, highlighting the most important words in a message.

So when we use Key Word Sign, we are still modelling spoken language, whether that’s English, Vietnamese, Mandarin, Arabic, or any other language the child is exposed to.

The signs are there to support meaning and augment communication, not replace language.

Why This Matters for Bilingual Children

Bilingual children are not learning one language at a time. They are learning to make meaning across multiple languages, contexts, and communication partners.

This means:

  • They may distribute vocabulary across languages

  • They may understand more than they can express

  • They are constantly mapping meaning across systems

When we introduce Key Word Sign, we’re not adding “another language.”

We’re adding a visual and gestural layer that supports understanding across all of their languages.

Signs Represent Concepts, NOT English

This is one of the most important points.

Key Word Sign does not follow English grammar. It does not map word-for-word onto English sentences.

Instead, signs represent key concepts.

For example, a child might hear:
“Do you want more snack?”

And see:
👉 MORE + SNACK

Those concepts remain consistent regardless of the spoken language being used.

This is exactly why Key Word Sign can sit alongside any language system.

AUSLAN, on the other hand, is a language with its own grammatical systems.

A Multimodal Approach to Communication

Key Word Sign sits within a broader framework we use in speech pathology: Augmentative and Alternative Communication (AAC).

AAC recognises that communication is not just speech.

It includes:

  • speech

  • gesture

  • sign

  • visuals

  • AAC systems (e.g., communication boards, devices)

For many children, especially those who are early communicators, autistic, or have language delays, using multiple modes together supports stronger understanding and expression.

This is not about replacing speech. It’s about supporting communication in the most accessible way possible.

What the Research Tells Us

We have strong evidence that:

  • Gesture and sign support language development and learning

  • Multimodal communication reduces cognitive load

  • AAC approaches are not tied to a single spoken language

Research by Susan Goldin-Meadow highlights how gesture plays a critical role in language development, supporting both comprehension and expression.

Clinical frameworks from organisations like the American Speech-Language-Hearing Association and Speech Pathology Australia emphasise that AAC is multimodal and flexible, designed to support communication across contexts and languages.

Guidance from Key Word Sign Australia also reinforces that Key Word Sign is used to support communication, not tied to a specific spoken language.

Bringing It Back to Practice

When we work with bilingual children, the goal is not to simplify their environment by reducing languages.

The goal is to support access to communication across all of their languages.

Key Word Sign can be a really powerful tool in doing this.

It gives children:

  • another way to understand

  • another way to express themselves

  • another way to connect

And importantly, it respects the reality that communication is not one-dimensional.

Final Thought

Key Word Sign doesn’t belong to English. It belongs to communication. When we start to see it this way, it opens up far more inclusive and effective ways of supporting the children and families we work with.

References:

Sarah Yeung
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How Beyond One Language Began?