Teaching the english language through art.

Abstract

In the current era of globalization, mastering the English language is essential for the academic and professional success of students and it is in the school stage where the fundamental foundations for learning and mastering the four language skills are established. This constitutes a challenge for both teachers and students, since, according to Erazo (2015) “most schools still follow a traditional teaching system in which the student memorizes concepts that are not incorporated into their experience” (p. 7-9). Which “leads to boredom, lack of interest on the part of the student and apathy and dislike for the subject,” (Hidalgo, 2013, p. 7), so implementation is essential. of teaching strategies in the classroom that stimulate interest, motivation, commitment and active participation, and that allow the comprehensive development of learning in children. In this context, art emerges as a powerful creative tool that uniquely awakens creativity and interest and enriches the entire educational experience. This is what Galindo and Cornejo (2020) state, stating, “Art is a significant didactic strategy that generates motivation and self-regulation. At the same time, it can favor teaching planning, evaluation, the development of cognitive and linguistic skills and comprehensive training” (p. 107). In this way, the value of art in all its forms is recognize as an effective tool, where students can explore English in a meaningful way, allowing them to develop their skills organically.