I found effective with my bilingual students, to have whatever your teaching written on the board or on a poster and link this to the gestures as you're explaining.
Thanks

I've been experimenting with relating WBT to material on the board. One technique that has worked well is to say, "I'm going to be writing some material on the board and I need you to stay with me as you take notes. If you finish copying the material before your neighbor, then keep putting it on your Air Blackboard until your neighbor is done ... and then the two of you should share an Air Blackboard."
To use an Air Blackboard, students use two hands to draw the outline of a blackboard in the air, and then they point to various concepts and diagrams that they "write" there. We've found this technique works for K-14. Another device is to have students who have finished taking notes, "use big gestures to teach your shoe" the notes until their neighbor is finished. Kids love this ... and it's hilarious.
We'd love to hear more about how WBT works for students in South America!

Great advice, thanks.
I'll be trying it out in my class today and I'll write about it later on.