Abstract
The article examines the educational potential of discourse in teaching Russian gesture language to cadets and students of legal institutes. The linguistic aspects of the gesture, as well as questions of the methodology of teaching sign languages, were analyzed. It has been established that when learning gesture language, dactyl speech causes less difficulties than gestures that are used in everyday communication or in basic situations of professional communication. The classification of gestures helps to better understand their system, as well as the purpose for which certain varieties of signs are used. The use of gestures allows successful communication at the initial stage of training.
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