VISUAL ART AS A RESOURCE FOR MULTIMODAL MEANING-MAKING IN EFL INSTRUCTION: A CEFR-ALIGNED PEDAGOGICAL MODEL FOR UZBEK HIGHER EDUCATION

Abstract

Abstract. The thesis examines the potential of visual art as a resource for multimodal meaning-making in teaching English as a foreign language (EFL) in Uzbekistan. Drawing on social semiotic multimodality and the pedagogy of multiliteracies, it proposes a five-stage model (Observe – Describe – Interpret – Create – Reflect) that links work with artworks to the communicative descriptors of the CEFR Companion Volume, and outlines a design for its experimental verification.