The teaching of literature in second language (L2) classrooms has traditionally relied on text-centered and verbally mediated pedagogical practices. While such approaches emphasize linguistic competence and critical analysis, they often overlook the crucial role of nonverbal communication in meaning-making and interpretation. This study explores the integration of nonverbal communication strategies—such as gestures, facial expressions, posture, proxemics, and paralinguistic features—into literature teaching. Drawing upon multimodal communication theory, reader-response criticism, and nonverbal communication frameworks, the paper argues that nonverbal elements significantly enhance students’ comprehension, emotional engagement, and interpretative abilities. The study adopts a qualitative pedagogical approach supported by classroom-based observations and activity-based interventions. It further proposes practical strategies such as role-play, mime, tableau, and embodied reading to facilitate deeper interaction with literary texts. The findings indicate that nonverbal communication strategies promote active learning, foster inclusivity, and support L2 learners by reducing linguistic barriers. The paper concludes that incorporating nonverbal communication into literature pedagogy transforms the classroom into a dynamic, experiential learning space and recommends further empirical research to validate its effectiveness.
Dr. S. Vindhyavali (Sun,) studied this question.