The European Union is a unique social and cultural entity, characterised by extraordinary multicultural diversity. This diversity is reflected not only in languages and traditions, but also in the composition of its population. According to official figures, around 41 million people of foreign origin were living in the EU in 2022. About a third of them were citizens of another EU Member State, while the rest (27 million) came from outside the EU (cf. Europäische Union 2023).
 

Proficiency in the national language is undeniably a key factor for successful integration. However, it is often overlooked that most of the interpersonal information is conveyed nonverbally - e.g. through posture, facial expressions and gestures. These forms of communication play a central role in information exchange. Particularly against the background of the demographic data mentioned above, they emphasis the crucial importance of intercultural communication skills.
 

Nonverbal communication is essential not only in everyday interactions but also in language learning, where it is just as significant as verbal communication. To quote Paul Watzlawick “One cannot not communicate” – the body never silences, it is always involved. This is particularly relevant in foreign language teaching, where the body plays a vital role in the learning process. Although nonverbal communication is clearly important in the learning process, it is often overlooked in research: As Mossmüller points out in her master's thesis (2019), there has been little scientific research on the role of nonverbal communication in foreign language teaching (cf. Mossmüller 2019).
 

Nonverbal communication: A global language or a secret code?

Nonverbal communication is often equated with body language, which is a central component encompassing physical expressions such as gestures, facial expressions, posture, and movement. These signals can be either intentional or unintentional and often reflect emotional states (cf. Knapp & Giles, 2010). However, nonverbal communication extends far beyond this and includes other forms such as (cf. Fabry 2020):
 

• Paraverbal signs: Speech melody, speech tempo, pauses in speech

• Haptics such as touches

• Olfaction: Natural and artificial (through perfume) body odour

• Appearance: Body size, stature, hairstyle, clothing style, tattoos etc.

• Proxemics: Spatial distance, use of space

• Chronemics: temporal aspects such as waiting time, punctuality

According to the American psychologist Paul Ekman, there are seven basic emotions - joy, sadness, surprise, anger, fear, disgust, and contempt—that are considered universal and expressed through similar facial expressions across cultures (cf. Ekman, 1999). However, while these basic emotions are universally recognized, many other nonverbal signals vary significantly across cultures, creating potential for misunderstandings. Just as spoken languages differ, cultures develop their own codes for nonverbal communication. Without knowledge of these codes, one cannot accurately interpret or use them. This highlights the importance of understanding the cultural context of body language to avoid miscommunication. (cf. Lettner 2022; Planet Wissen, 2024).
 

Nonverbal communication in Second Language Learning

Nonverbal communication plays a central role in language use, whether accompanying verbal expressions or standing alone. In the context of second language acquisition, especially for adults, the use of body language, including facial expressions and gestures, can significantly support learning. It is essential for learners to not only develop their linguistic skills but also to understand and effectively use nonverbal cues, which can be just as important as verbal communication in conveying meaning and emotion (cf. Lettner 2022).
 

The relevance of nonverbal communication in language teaching is significant. Studies show that up to 90 % of interpersonal communication is nonverbal (cf. Knapp & Hall, 2010). Nonverbal signals like eye contact, gestures, and posture not only support spoken communication but can also substitute for it. In multilingual and intercultural classrooms, body language helps bridge linguistic gaps and fosters an inclusive learning environment. It conveys information that cannot always be adequately expressed through words and can either reinforce or contradict verbal messages, potentially leading to misunderstandings (cf. Lernando, 2024).
 

Albert Mehrabian (1971) developed a model exploring the impact of different communication channels on message perception. His research revealed that 55 % of a message’s impact comes from body language, 38 % from voice, and only 7 % from verbal content (cf. Mehrabian, 1971). While this model has been criticised for its specific context, it underscores the vital role of nonverbal communication.
 

Ultimately, nonverbal communication plays a vital role in social inclusion, fostering social connections and a sense of belonging. In language courses with diverse cultural backgrounds, body language helps create an environment of openness and acceptance. Teachers can intentionally use nonverbal cues to build an inclusive classroom, while learners can utilize body language to express their willingness to engage and integrate (cf. Planet Wissen, 2024).

 

The role of nonverbal communication in language teaching
 

Think about your teaching preparation: what factors are most important to you when planning? Eikenbusch discusses that (language) trainers focus primarily on verbal communication when planning lessons and that it is a misconception that good verbal teaching is the key to good teaching. A successful teaching-learning process depends on nonverbal factors as these facts show: (cf. Eikebusch 2012)
 

• Verbal communication often takes up less space in lessons than assumed - trainers usually only speak a third to a maximum of half of the time, while the rest of the communication is nonverbal. This shows that nonverbal communication is the dominant form of teaching.
   

• Language trainers' verbal communication, even if it is well planned, is often less recognised by learners as the majority of their communication is nonverbal. For them, coherent communication without words is crucial.
   

• In addition, verbal communication in class has a high credibility requirement: learners trust actions rather than words, especially if these contradict body language. Therefore, consistency between verbal statements and nonverbal actions is of central importance.
   

Having discussed the role of verbal and nonverbal communication in class, it is important to emphasise how nonverbal elements are crucial to the overall learning-teaching process and directly influence learner motivation.
 

Supporting the learning process and enhancing motivation
A positive teacher-learner relationship is a key factor for learning success, built on mutual trust, respect, and understanding, influenced by both verbal and nonverbal communication. Body language plays a dual role in this context: it supports linguistic exchanges and establishes emotional connections (cf. Education Minds, 2024).
 

Teachers’ body language directly impacts learners’ motivation. A dynamic, enthusiastic demeanour can positively influence learners’ moods and engagement. While gestures like smiling or nodding increase confidence and participation. In contrast, monotonous or distant body signals can reduce interest. By using nonverbal means consciously, teachers can foster a positive learning environment and improve outcomes (cf. Education Minds, 2024).
 

Improving comprehension through nonverbal communication

Nonverbal communication aids in conveying complex language structures and content, especially for learners with limited proficiency. Gestures and facial expressions provide contextual clues to complement spoken words, aiding comprehension and retention. For instance, a teacher mimicking the act of opening a door can illustrate a new verb, aiding comprehension and retention (cf. Goldin-Meadow, 2003). Studies show that learners respond more effectively to gestures closely tied to the learning content. Such iconic gestures support the cognitive processing of information and promote the understanding of new concepts. Visual learners, in particular, benefit from these approaches as the interplay of language and body language helps them grasp complex ideas more effectively. This is especially valuable when teaching abstract concepts or linguistic structures, which can often be challenging for beginners (cf. Corcevschi, 2017).
 

Body language in error correction and interaction

Error correction can affect the emotional relationship between teachers and learners. Supportive body language – such as an encouraging smile - can help minimise the negative effects of feedback. This approach creates a stress-free atmosphere that encourages learners to take risks and participate in lessons. Teachers should ensure that their verbal feedback is complemented by positive nonverbal cues. For example, demonstrating the correct answer with an approving gesture can reinforce understanding while showing appreciation for learners' efforts (cf. Lernando, 2024).
 

Social interaction is central in language teaching. Open body language, like extending arms or nodding, fosters engagement, while negative signals, like crossed arms or avoiding eye contact, can hinder it (cf. Lernando, 2024).

Creating an Inclusive Environment

Language teaching often takes place in heterogeneous groups composed of individuals from diverse cultural and social backgrounds. Body language plays a key role in creating an inclusive learning environment by overcoming language barriers and fostering a sense of community. A smile or an encouraging gesture can build trust and help bridge cultural differences (cf. Lernando, 2024).
 

Creating an inclusive learning environment is particularly important for multicultural classrooms. Many learners, especially migrants and refugees, may bring insecurities and linguistic deficits that can be mitigated by the teacher’s open and supportive body language (cf. Giles et al., 1992). Smiling, maintaining eye contact, and using inviting gestures convey openness and acceptance, helping to break down barriers.

Practical implications for language teaching

Enhancing interaction through mirroring

Mirroring, the imitation of body language, fosters empathy and trust in interpersonal relationships (cf. Chartrand & Bargh, 1999). In language teaching, this technique strengthens the connection between teachers and learners while encouraging active participation (Corcevschi, 2017). Teachers can demonstrate typical movements and gestures of the target language for students to imitate, conveying both nonverbal and cultural aspects of the language. Open body language creates an inviting atmosphere and builds trust. Training teachers to consciously use body language techniques, like mirroring, improves interaction (cf. Chartrand & Bargh, 1999).

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Training and Awareness

Interactive exercises promoting conscious use of body language are valuable tools in language education. A well-tested format is the „freeze-gesture“ game, where gestures corresponding to specific words are performed and interpreted by peers. Such kind of activities help learners interpret nonverbal signals and enhance intercultural understanding. Workshops for educators focused on nonverbal communication can cover topics such as the deliberate use of gestures, interpreting learners’ body language, and developing intercultural sensitivity. These professional development initiatives improve teaching quality and better equip educators to address cultural differences effectively (cf. Education Minds, 2024).
 

Considering cultural differences

Cultural differences in body language present challenges but also create opportunities for language teaching. Teachers should cultivate awareness of these differences and incorporate intercultural training into their lessons. Such training might explore the meaning of specific gestures across cultures and highlight potential misunderstandings. Activities like mimicking and analysing culturally distinct gestures promote learners’ sensitivity and prepare them to engage respectfully with cultural diversity (cf. Lernando, 2024).

Nonverbal communication in intercultural contexts

In the introduction, the demographic situation of the European Union was described, and it was stated that in 2022 there were a total of 41 million foreigners living in the EU. Against the background of cultural differences in nonverbal communication, the question arises as to which nationalities are represented in the European Union and Europe at all?
 

A look at the countries of origin of asylum seekers sheds light on this. In 2022, people from Syria, Afghanistan, Turkey and Venezuela made the most asylum applications in the EU. In simple terms, the data shows that the largest share of foreign nationals from non-EU countries mainly comes from the Middle East (Syria, Iraq, Turkey, Afghanistan, Parkistan) and Sub-Saharan Africa (Nigeria, Somalia) (cf. Europäischer Rat/Rat der Europäischen Union 2024).

According to the American psychologist Ekman, there are seven basic emotions - nonverbal signs that are understood across cultures. Furthermore, nonverbal communication is as complex and multi-layered as the languages of the world. Different cultures communicate in different ways, and the nonverbal level is no different. A culture is shaped by its views, attitudes and behaviours, which are passed on and adopted from childhood. Of course, migrants do not discard these socialisation experiences when they cross national borders. As a result, they encounter completely different perspectives, attitudes and values in their new home country which can lead to misunderstandings. To avoid misunderstandings, it is important to develop intercultural competence. An important part of this is understanding the differences in nonverbal communication (cf. Salman; Brökmann & Kimill 2015).
 

Let's take a look at the differences between the EU countries and the most common nationalities in the EU:

Posture and body position
Posture and the position of the body in relation to the other person are particularly important in nonverbal communication. Posture can be used to express emotions and attitudes such as anger, indifference or dominance. The distance and direction in which one is moving in relation to the other person is also important. These factors indicate how familiar one is with the other person and what role one plays in a group (e.g. as a teacher). There are cultural differences here: People from central and northern Europe often stand at arm's length from each other, while people from the Middle East stand closer together. When different cultures meet, misunderstandings can arise. For example, Central and Northern Europeans may feel pressured and move away, while Middle Easterners may feel rejected and move closer (cf. Gieraths & Küpper, 2012). It is important to note that distance zones are shaped by both cultural differences and individual preferences. Everyone has their own comfort level with proximity, which can vary regardless of cultural norms.

Physical contact

Physical contact is not always permitted and depends on the social relationship, status, age, gender, the area of the body being touched and cultural affiliation. There are cultures with a lot of physical contact (e.g. Latin Americans, Arabs) and those with little physical contact (e.g. Northern Europeans), which allow or reject touching depending on the situation. In confined spaces, such as crowded underground trains or lifts, cultures with less physical contact are also forced to move closer together. In such situations, people try to preserve their intimacy by using newspapers or folded arms as a “shield”, for example (cf. Gieraths & Küpper, 2012).

Gestures

Gestures are divided into different forms e.g. there are the unintentional ones like scratching or licking lips and consciously performed ones that are culturally learnt. An example therefore is nodding as a sign for agreement. But pay attention, here too misunderstanding cannot be ruled out: In most Western countries, nodding signifies agreement, whereas in Bulgaria it indicates disagreement (cf. Planet Wissen, 2024). Another example is the upturned thumb that means “OK” in Central Europe but can be an obscene insult in Nigeria and in Turkey it can symbolize an invitation to homosexual practices (cf. Gieraths & Küpper, 2012).

Facial expression

Facial expression refers to the movement of the facial surface, such as the eyebrows, mouth and nose, as well as changes in the skin (e.g. paling, blushing) Cicero said 2000 years ago that the face is the image of the soul. When verbal and nonverbal signals contradict each other, facial expressions are often given more weight. At the same time, facial behaviour can be influenced by cultural learning processes (cf. Gieraths & Küpper, 2012).

Eye contact behaviour

Eye contact is culturally shaped and is taught through socialisation processes. Like other nonverbal elements, it can be trained. In Arab countries, constant eye contact is considered disrespectful, which is why people often avert their gaze, especially towards authority figures. Intensive eye contact is also unusual in Turkey and is usually only sought when something is wrong. This is in complete contrast to European culture (cf. Brosche & Emir 2022).

Paralanguage

Paralanguage includes all the phonetic expressions and characteristics of language that are not directly linked to the speech and language system (e.g. volume, pitch, tempo) and is part of the nonverbal communication. Like other nonverbal elements, paralanguage must be learned culturally. Difficulties arise particularly with intonation and speech melody, and misunderstandings can occur when culturally specific information, such as irony, is conveyed through the pitch of the voice (cf. Gieraths & Küpper, 2012).

 

 

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