This article examines the pedagogical mechanisms and didactic potential of integrating multimodal arts technologies into foreign language teaching. Particular attention is devoted to the theoretical and methodological foundations of incorporating music, theatre, role-play, dramatisation, visual arts, and other forms of artistic expression into the language-learning process. The study explores how the coordinated use of auditory, visual, verbal, kinaesthetic, and emotional modes of learning can contribute to the development of learners’ communicative competence, linguistic creativity, motivation, and intercultural awareness. Drawing upon relevant pedagogical and applied linguistic literature, the article identifies the principal mechanisms through which multimodal arts-based activities support the acquisition of vocabulary, pronunciation, grammatical structures, and productive language skills. It is argued that such activities create an interactive and emotionally engaging learning environment in which learners are encouraged to interpret, construct, and communicate meaning through multiple semiotic modes. The findings indicate that the systematic integration of multimodal arts technologies can enhance learner participation, facilitate meaningful communication, reduce language-learning anxiety, and promote the development of creative and critical thinking. The article concludes that multimodal arts technologies should be regarded not merely as supplementary classroom activities, but as an integral component of a learner-centred and communicatively oriented foreign language teaching methodology.