Abstract:

The article presents the results of theoretical substantiation and experimental verification of a linguodidactic model for teaching primary school pupils visual arts (drawing) through the English language. The relevance of the study arises from the need to find effective forms of integrated learning that ensure the simultaneous development of artistic and linguistic competencies. The theoretical foundation of the model is based on the principle of procedural integration, which combines different educational components within one learning process, specifically artistic and speech activities. The model structure consists of five sequential stages: contour, linear, objectdepictive, object-compositional, and plot-depictive. Each stage unites the development of artistic skills with gradual linguistic advancement. The experimental research was carried out in three stages – diagnostic, formative, and control – involving first- and second-grade pupils from general secondary schools i. During the formative stage, a system of integrated lessons was implemented, where pupils performed artistic actions (drawing, decorating, creating visual compositions) combined with English-language commentary, description, and dialogue. The experiment demonstrated a 26% increase in the level of artistic skills and a 21% increase in linguistic performance. The results confirmed significant improvement in creativity, communicative initiative, motivation, and emotional engagement. It was proved that procedurally integrated learning creates conditions for the harmonious development of cognitive, emotional, and linguistic spheres of younger learners. The proposed model demonstrated validity, reproducibility, and potential for implementation in primary education and in the professional training of future teachers. 

Keywords: integrated learning, linguodidactic model, visual arts, drawing, English language, primary education, procedural integration, experimental verification. 

References:

1. Vygotsky, L. S. (1982). Myshlennia i mova. [Thinking and Speech]. Kyiv: Radianska shkola. 

2. Masol, L. M. (2019). Mystetska osvita: teoriia i metodyka. [Art Education: Theory and Methodology]. Kyiv. 

3. Nikolaieva, S. Yu. (2011). Metodyka navchannia inozemnykh mov u zahalnoosvitnikh navchalnykh zakladakh. [Methods of Teaching Foreign Languages in General Secondary Schools]. Kyiv. 

4. Frumkina, A. L. (2025). Pidhotovka maibutnikh uchyteliv pochatkovykh klasiv do intehrovanoho navchannia uchniv obrazotvorchoi diialnosti (maliuvannia) zasobamy anhliiskoi movy. [Preparation of Future Primary School Teachers for Integrated Teaching of Pupils’ Visual Arts (Drawing) by Means of the English Language]. Odesa. 

5. Frumkina, A. L. (2019). Traktuvannia poniattia hotovnosti maibutnikh uchyteliv pochatkovykh klasiv do yikh profesiinoi diialnosti. [Interpretation of the Concept of Readiness of Future Primary School Teachers for Their Professional Activity]. 

6. Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Integrirovannoye obucheniye predmetu i yazyku. [CLIL: Content and Language Integrated Learning]. Cambridge. 

7. Frumkina, A. (2021). Postmodernistskiye printsipy v integrirovannom obuchenii inostrannym yazykam i izobrazitel’nomu iskusstvu uchashchikhsya nachal’noy shkoly v Novoy ukrainskoy shkole. [Postmodern Principles in Integrated Teaching of Foreign Languages and Fine Arts to Primary Learners in the New Ukrainian School]. 

8. Gardner, H. (2006). Mnozhestvennyy intellekt: novyye gorizonty v teorii i praktike. [Multiple Intelligences: New Horizons in Theory and Practice]. New York.