Painting as a Pathway to Language Learning: Enhancing English Vocabulary Acquisition in Arab Classrooms in Israel
DOI:
https://doi.org/10.17507/tpls.1507.03Keywords:
English vocabulary acquisition, painting in education, multisensory learning, creative pedagogyAbstract
This study explores the integration of painting into English language instruction as a creative approach to vocabulary acquisition among students in the Arab sectors of northern Israel. Conventional teaching methods, often reliant on rote memorization, fail to fully engage learners or foster long-term retention. This research examines the effectiveness of painting in bridging this pedagogical gap by combining visual and linguistic elements to create a multisensory learning experience. Using qualitative methods—including teacher and student questionnaires, classroom observations, and case studies—the study evaluates the role of artistic expression in improving vocabulary retention, fostering creativity, and enhancing student engagement. Findings indicate that painting allows students to form stronger associations between words and meanings, increases motivation, and reduces language anxiety by offering an alternative mode of expression. Additionally, the study highlights the broader cognitive and social benefits of painting, including the development of critical thinking, collaborative learning, and cultural expression. However, challenges such as limited art resources, difficulties in aligning painting with standardized curricula, and the need for ongoing teacher guidance were identified. To address these barriers, the study recommends increased teacher collaboration, strategic curriculum adaptation, and enhanced resource allocation to ensure sustainable implementation. These findings contribute to the growing body of research advocating art-based approaches in language education and offer practical strategies for educators seeking to create more dynamic and inclusive classrooms. By emphasizing the intersection of art and language learning, this study underscores the transformative potential of painting in English vocabulary acquisition, particularly in multilingual and culturally diverse settings.
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