Visualization of language material in primary school English lessons within a blended learning context

The article examines the use visualization tools in teaching English to primary school learners within the context of the transition to blended learning.The study's relevance stems from the need to adapt teaching methodologies to the psychophysiological characteristics of children, often referred to as "digital natives", who are characterized by fragmented thinking and a strong need for dynamic visual content.The author emphasizes that in blended learning environments, where direct contact with the teacher is limited, visualization shifts from being an auxiliary illustrative element to becoming a key didactic tool.In this role, it functions as a "cognitive bridge" that compensates for the lack of full language immersion.The purpose of the article is to provide a theoretical justification and classification of visualization techniques, as well as to analyze the methodological aspectsd of their implementation.The study identifies and describes five groups of techniques: pictographic techniques, semiotic techniques, multimodal techniques, symbolic techniques, and digital visualization tools.The conclusions highlight that the effectiveness of visualization largely depends on the teacher's methodological competence.The teacher should act not only as a transmitter of knowledge but also as a facilitator who helps learners decode visual information.The integration of the proposed techniques contributes to reducing cognitive load, increasing learner motivation, and fostering the development of foreign language communicative competence in young learners.