THE ROLE OF COMMUNICATIVE ACTIVITIES AND ART PEDAGOGY IN DEVELOPING PRESCHOOLERS' ENGLISH ORAL SPEECH
Abstract
This article examines the synergistic relationship between communicative activities and art pedagogy as a powerful approach for teaching English and promoting oral speech development in preschool children. It addresses the limitations of traditional, rote-based language instruction for young learners, advocating instead for an approach grounded in meaningful interaction and creative expression. The theoretical framework draws upon Communicative Language Teaching (CLT), Krashen's theories of second language acquisition, and Vygotsky's sociocultural perspective on learning through play and social interaction. The article argues that art pedagogy—encompassing drama, drawing, music, and crafts—provides a natural, motivating, and low-anxiety context for communicative activities. By engaging in these creative processes, children are intrinsically driven to negotiate meaning, express ideas, and use language purposefully. Practical examples, such as storytelling through puppetry, descriptive art projects, and role-playing in crafted environments, are presented to illustrate how this integrated approach effectively develops vocabulary, sentence structure, listening skills, and overall communicative confidence. The conclusion emphasizes that this holistic method not only accelerates oral language acquisition but also supports the child's cognitive, social, and emotional development, nurturing confident and creative communicators.