Drawing on art-based pedagogies, this study explores a pedagogy based on active literacy practices in the classroom with the aim of allowing students to become active meaning-makers. In particular, this research evaluates how the use of artworks and Visual Thinking Strategies (VTS) can support language learning. Rather than focusing solely on language development, the study aims to examine how the use of artworks and Visual Thinking Strategies might develop students’ cognitive skills in the Spanish-as-a-foreign-language classroom. A mixed methodological approach is employed over three phases of the study to investigate the relationship between the development of visual literacy and language development. Thematic analysis was implemented in the analysis of the students’ statements about an artwork before (pre-test) and after (post-test) the programme. Corpus analysis was implemented in the analysis of students’ writing (pre-test, post-test) to understand the impact of the VTS discussions in the development of the ‘lexical competence’ of the students. These findings were complemented by a post-task questionnaire. The findings indicated that students developed a better ability to provide more elaborate descriptions and better interpretative skills after the six weeks of VTS-led teaching. Also, students employed more diverse and complex lexical items to express opinions, judgment and hypothesis at the end of the programme. The use of nominalisations suggests the expression of abstract thoughts and qualities in the interpretation of the artworks at the end of the VTS-led teaching cycle. Students themselves indicate the importance of VTS discussions in fostering expression and growing confidence over the weeks to express opinions and more complex thoughts in the VTS discussion. Active listening to peers emerged strongly in the construction of visual understanding in class-discussion and learning words. Research on the relation between visual literacy and language development in the L2 is still scarce, particularly in the area of teaching Spanish as a foreign language. Thus, this thesis is very valuable in a growing area of research on applied linguistics and lexical studies.