VISUAL LEARNING STRATEGIES FOR VOCABULARY ACQUISITION IN EARLY LANGUAGE EDUCATION

Abstract

Vocabulary acquisition in early language education constitutes a foundational element for subsequent development of reading, writing, listening and speaking skills. This article investigates the efficacy of visual-learning strategies in augmenting young learners’ vocabulary growth, focusing on instructional design, cognitive underpinnings, and classroom-level application. Drawing on key theoretical frameworks such as the Dual Coding Theory  and the Cognitive Theory of Multimedia Learning, the study argues that coupling verbal input with visual stimuli (pictures, gestures, concept maps, multimedia) yields richer encoding, stronger retention and deeper lexical processing. The article reviews empirical evidence—including pictorial supports, visual-spatial learning media, gesture-enriched instruction and digital visual tools—and then presents practical classroom strategies for children aged 4–8. These include picture-flash-cards with narrative, graphic organisers (concept maps), gesture-based vocabulary teaching, digital interactive tools, and environmental print labelling. Discussion addresses benefits (motivation, multisensory encoding, enhanced memory), as well as challenges (resource limitations, scaffolding, over-reliance on visuals, transfer to production) and implications for curriculum design and teacher training. It concludes that visual learning strategies hold strong pedagogical promise for early vocabulary acquisition, but their effectiveness depends on thoughtful integration and sustained contextualised use.