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Gesture is an effective strategy for improving vocabulary in multilingual classrooms. Laboratory studies show a more complex picture of gesture use, where repetition and culturally specific gesturing hindering learning. Capturing this complexity in classrooms is complicated by current methods that solely count gesture types and do not explore how and in what ways gestures are used. This mixed-method study aims to explore how teachers with similar gesture profiles numerically may engage in gesturing in different ways in multilingual classrooms. Juxtaposing numeric counts of gesture use with qualitative analyses that include a process of constant comparison to explore emergent patterns and themes, this study reveals ways in which gestures intended to increase linguistic accessibility may further marginalize and exclude in classrooms.