The best teaching practices trought arts with bilingual teachers, a study in three departments of Colombia.

Abstract

This intercultural mixed-methods research explores the integration of artistic thinking as a pedagogical tool in bilingual learning environments. The study addresses the need to transcend technical instruction toward an experiential methodology linking creativity and symbolic expression. By combining quantitative teacher performance analysis with qualitative immersion processes, the project analysed how art acts as a multimodal bridge facilitating multisensory second language acquisition. Findings demonstrate that this approach enhances communicative competencies and optimizes emotional well-being by reducing the affective filter. It is evidenced that bilingual teaching "embodied" through gesture and territory results in more inclusive and situated processes. The "Artistic Bilingualism" model is projected as a transformative benchmark where the foreign language is inhabited as a language of life, consolidating autonomy and cultural rootedness within the educational community. This research proves that integrating body and culture into the bilingual experience is a vital tool for social empowerment.