The potential of a multidisciplinary approach in teaching a foreign language in primary education

Abstract

This article examines the role and potential of a multidisciplinary approach in teaching foreign languages at the primary education level. In today’s globalized and information-driven society, language learning is not limited to developing linguistic competence but also aims to cultivate 21st-century skills such as critical thinking, creativity, communication, and problem-solving. The multidisciplinary approach integrates language instruction with other subjects, allowing learners to acquire knowledge through practical and meaningful applications. Theoretical foundations of this approach are linked to educational philosophy, cognitive psychology, constructivism, and activity theory, and are reflected in modern pedagogical paradigms such as CLIL, STEAM, and Project-Based Learning. Practical strategies include integrating language learning with science, mathematics, art, music, and cultural studies, fostering deeper understanding, linguistic creativity, and intercultural competence. Challenges such as teacher readiness, non-standardized curricula, and limited resources are addressed through teacher retraining, methodological support, and the use of digital technologies. By implementing a multidisciplinary approach, students perceive language as a tool for communication, develop interdisciplinary reasoning, and acquire skills for independent learning, creative thinking, and intercultural interaction. Full integration into the education system requires further research, adaptation of innovative methods, and alignment with national educational standards.