This study investigates the role of body language as a compensatory semiotic resource in English as a Foreign Language (EFL) classroom discourse from a sociolinguistic perspective. The study conceptualizes classroom interaction as a multimodal process in which meaning is co-constructed through the dynamic interplay of linguistic and non-linguistic resources. The analysis focuses on how embodied actions—such as gestures, facial expressions, gaze, and posture—function to mitigate lexical and grammatical gaps, facilitate comprehension, and sustain interactional flow within instructional settings. Adopting a qualitative, discourse-analytic approach, the study examines naturally occurring classroom data, emphasizing patterns of nonverbal behavior that emerge alongside verbal communication. The findings indicate that body language operates mainly as an integral component of meaning-making, enabling both instructors and learners to negotiate understanding, clarify intent, and maintain communicative effectiveness in contexts of limited linguistic proficiency. Furthermore, the study highlights how these semiotic resources are shaped by sociocultural norms and interactional expectations embedded within the classroom environment. This research contributes to a more nuanced understanding of EFL discourse and challenges language-centric models of communication. The study also offers pedagogical implications, suggesting that greater awareness of embodied communication can enhance instructional practices and support more inclusive and effective language learning environments.