The purpose of this paper was to explore the use of metaphoric gestures by Chinese teachers in Mali to interact with students. The main question the study sought to answer was to what extent do Chinese teachers in Mali use gestures in teaching the Chinese language and what influence do gestures have on the learners? In answering this question, the study employed an observation method together with a video recording device to collect the required data. Snapshots of the photographs of appropriate metaphoric gestures were taken from the video recordings. The pictures were analyzed using a semiotic analysis approach. The findings indicated that gestures were used in the study institution to teach Chinese language. Specifically, the findings revealed that gestures were used in the study institution to introduce new Chinese lessons and concepts, to describe and explain complex objects and ideas, and to create and sustain participatory learning. On the part of the learners, the findings disclosed that the use of metaphoric gestures had a positive influence on their ability to learn Chinese concepts, express themselves in the Chinese language, and remember forgotten concepts or lessons.
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