The Semiotics of Silence and Non-verbal Communication in Education: A Systematic Literature Review

Based on foundational semiotic theories including Saussure (1916Saussure ( /1983)), Peirce (1931Peirce ( /1955)), Kress (2010), and van Leeuwen (2005), this article relies on a systematic literature review to do a semiotic analysis of silence and nonverbal communication in educational settings.The study examines how silence and nonverbal cues play a role as a meaningful sign system that contributes to the functioning of classroom interactions, representation of cultural norms and the constitution of pedagogical practices.The findings of this study demonstrate that silence has many communicative functions, ranging from reflective pauses and cultural respect to subtle resistance.Moreover, nonverbal cues such as gestures, facial expressions, and posture are used as additional cues to reinforce teacher authority, and encourage student engagement.In addition, the review emphasizes the significance of cultural and contextual aspects in the interpretation of these semiotic signs.Despite the wealth of global research, the Algerian context remains underexplored.Therefore, this study contributes to filling that gap by suggesting semiotically informed pedagogical approaches, and in turn calls for future empirical research, particularly in virtual classrooms and intercultural communication.