The purpose of this paper is to examine whether teachers' nonverbal communication is important in second language learning, or in other words, if teachers' actio contributes to students' second language learning? This has been done by studying whether it is possible to observe any difference between two groups of students in terms of students 'responses (or more precisely students' participation/passivity, action/non action, attention/inattention, comments and opinions/quietness) when teachers actively and consciously use actio contra deliberately omits actio. The theoretical framework is based on Marie Gelang's definition of actio and actio capital and McGregor et al's thesis that gestured input facilitates consolidation of language knowledge and that language skills are thus made more robust. By observing, a qualitative comparison between two groups was carried out. In this observation a teacher deliberately used non-verbal communication, or actio, in group one, while the same teacher made no use of actio in the second group. In addition, the teacher's own actio was observed and the teacher was also interviewed. The empirical data is in line with the literature and shows that a teacher's actio is important in second language studies. The students in group one ("the actio group") showed, among other things: more interest, attention, participation and joy. In addition, in the "actio group" there were fewer occurrences of behavior/action that has negative impact on a tutorial situation than in group two, the verbal group. The study also shows that it is more significant how than what a teacher does. Therefore it is possible for a teacher to broaden the understanding for and refine and deepen his/her personal actio capital in order to facilitate the students' learning situation. The paper therefore argues, that a teacher's actio or well-used actio capital is relevant to second language acquisition. Finally, the paper argues that the foundation for the teaching profession is based on communication, in which non-verbal communication is significant; regardless of the sender and recipient. Consequently, the importance of non-verbal communication ought to be applicable on other types of learning situations. These findings show the importance of a pedagogical discussion and development related to a teacher's actio capital in order to increase the possibilities to meet the objectives of the policy documents.