Everyday words such as “up,” “down,” “rise,” and “fall” can quietly turn the sky into a flat, Earth-bound scene for primary/secondary students learning astronomy. This review examines how spatial language shapes explanations of gravity, horizons, Earth’s shape, seasons and sky motion with comparative examples from Persian, Spanish, Japanese and French. I organise the review around four teaching layers: spatial words, educator gestures, visual models and the observer’s frame of reference. Reviewed with 5 centers and 20 astronomy educators from different countries, the presentation offers practical recommendations for planetariums, educational observatories and schools: audit recurring spatial phrases, align gestures with models and adapt explanations across linguistic and cultural contexts.