The present study focuses on the inclusion of conscious non-verbal communication as a te­chnique to facilitate students’ understanding of the target language. This experimental re­search comes up after a process of observa­tion, carried out in a public school in the north of Cordoba, where it was found that beginner language learners struggle to grasp what was being communicated by the teacher. In order to gives solution to this problem, the resear­cher decided to explore the impact that inten­tional non-verbal cues might have on the lan­guage classroom in both the teacher and the students. To make this investigation valid the­re were chosen a sample population of eight participants, seven students and one English teacher, which become objects of observa­tions for a pair of weeks. Then, interviews and questionnaires were administered; and finally, a rigorous analysis based on the triangulation perspective allows coming up with this fin­ding: The adoption of certain facial gestures, body movements and vocal sounds not only help learners to understand the target langua­ge but also to increase rapport between the teacher and the students and to develop the learners’ communicative competence. Due to this great impact, the researcher considers that nonverbal communication plays a highly important role in the field of language tea­ching and learning, and he suggests teacher trainers to include in their training programs, sessions related to the use of aspects of non­verbal behaviors in the teaching of English since by doing this they will be making an es­sential contribution to the development of the language teaching process in the region.