Arts-based practices in English language teaching: A content analysis
Arts-based practices in English language teaching: A content analysis

Summary/Abstract: This study aims to systematise the foundations of English language teaching to examine the pedagogical potential of arts-based approaches in a competence-oriented framework. The research brings together communicative teaching, task-based learning, student-centred learning, visual arts, drama and music through theoretical analysis, systematic document review with explicit inclusion/exclusion criteria, and comparative synthesis. The findings establish language teaching as an interdisciplinary field combining linguistic, pedagogical, psychological and communicative components with particular regard to pragmatic/discourse, sociolinguistic and strategic competences as defined by well-known models (CoE 2020; Canale and Swain 1980; Bachman and Palmer 1996). The study proposes developing theoretical frameworks that link art modalities to observable sub-competences and suggests empirical validation pathways in higher-education ELT contexts, which include mixed-methods classroom experiments, CEFR-aligned assessment rubrics and formative feedback systems.

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