Proposals that gesture played a pivotal role in the evolution of language have been highly influential. However, there are many differences between gestural origin theories, including different definitions of ‘gesture’ itself. We use a cognitive semiotic approach in order to categorize and review these theories. A semiotic system is a combination of signs or signals of particular type, defined by characteristic properties, and the interrelations between these signs/signals. Signal systems like spontaneous facial expressions and non-linguistic vocalizations are under less voluntary control than sign systems. The basic distinction relates to the question of whether gesture played an exclusive role in early stages of language evolution (monosemiotic theories), or whether other semiotic systems were involved as well: polysemiotic theories. The latter may be equipollent, where language and gesture are considered equally prominent from the onset, or pantomimic, where gesture played the main but not exclusive role in breaking from predominantly signal-based to sign-based communication. We conclude that pantomimic theories are the most promising kind.

English language only as the medium of instruction often creates a barrier for students whose first language is not English. It has proven to be difficult for students to understand and apply the academic discourse that is used in their course materials, assignment tasks and course assessments. There is considerable evidence about the value of using home languages as language of learning, or as languages of support and intervention in different disciplinary context. The chapter explores language-related interventions meant to provide academic support to first-year Law of Contract students through the usage of online multilingual glossaries. Details of the methodology pertaining to the development, verification, dissemination and academic usage of the online multilingual glossaries are discussed with a view to uncover students’ perceptions regarding (i) the use of this teaching and learning facility (online multilingual glossaries), (ii) the extent to which student’s home languages may impact their access into the academic discourse and (iii) the potential for success. From a theoretical perspective, this study draws on Cummins’s theoretical model of basic interpersonal communicative skills (BICS) and cognitive academic language proficiency (CALP).