Paralinguistic features in TESOL- an action based approach

Half of the English language instructors are more concerned with improving the allocated part of the pedagogy, but in the process of the assigned course completion with prescribed syllabus, some wrong messages get conveyed, some wrong impressions were made and eventually there comes a massive gap of communication in between the Student group and the English language instructor. The importance of paralinguistic features while teaching English to the speakers of other languages must be the primary concern during the second language acquisition process. Language teaching is more of communicative exercise these days, and communication with barriers is almost equal to no communication at all and sometimes worse than that. Prominent personalities in the field of TESOL cannot disagree regarding the instructors, who consciously control their paralinguistic features and gets benefited by useful results in a Language classroom. They control and they enjoy pedagogy while earning mutual respect and transaction of the knowledge; it leads to a situation which is favourable towards better learning and lifelong motivation. The big question is- How to use paralinguistics effectively while practising TESOL (Teaching English to Speakers of Other Languages)? Moreover, is it possible to develop and maintain an MRPC (Minimum Required Paralinguistic Competence) to teach the English Language in a foreign environment effectively? If yes, then what are those paralinguistic features to be taken into account?