PEDAGOGICAL APPROACHES TO TEACHING COLOR CONCEPTS IN FOREIGN LANGUAGE EDUCATION: LINGUOCULTURAL, COMMUNICATIVE, MULTIMODAL AND COGNITIVE STRATEGIES

This paper investigates pedagogical strategies for teaching color concepts in foreign language education, integrating linguocultural, communicative, multimodal, problem-based, and differentiated approaches. Moving beyond mere lexical memorization, the study foregrounds the cultural, psychological, associative, and conceptual layers embedded in color terminology and metaphors. Drawing on constructivist and multimodal theories, the paper proposes practical classroom procedures: authentic communicative tasks, role-plays, multimodal materials (infographics, collages, interactive platforms), problem-based comparative analyses of cross-linguistic metaphors, and differentiated activities tailored to learners’ cognitive styles. A proposed mixed-method classroom study will test the framework in English–Uzbek instructional contexts to evaluate gains in semantic depth, intercultural competence, and communicative performance. Expected outcomes include improved conceptual understanding, heightened intercultural awareness, and stronger retention through multimodal engagement. The paper concludes with pedagogical recommendations and an agenda for empirical research to validate and refine the model for teacher education and curriculum design.