AbstractLearning in a communicative environment is always affected by one’s cultural background, values, and previous experiences (O’Halloran, 2023), which results in numerous ways of interpreting the same signs presented in the real world. This is reflected in the concept of unlimited semiosis (meaning making) derived by Eco from Peirce’s work (Eco 1990: 4), according to which any given sign is both preceded and followed by an infinite chain of other signs. This paper focuses on the role of image-based cultural signs and learners' minds prior experience in language learning since meaning is embedded in the signs represented in an image waiting to be interpreted. By combining the principles of Edusemiotics theory of learning (Stables and Semetsky, 2014; Stables et al., 2018), multimodal approach in image-reading (Kress and van Leeuwen, 2020) and critical pedagogy (Freire, 2000), we explore how visual aids affect learners’ competence through transforming abstract ideas into real-life knowledge. Image-based language learning is analyzed from the perspective of developing “image-concept-knowledge relationality” (Lackovic, 2020: 20), in which learners are actively engaged as cognizing and interpreting agents.Theoretical discussion is supported by the overview of research in image-based language learning, including the critical pedagogy project (Freire 2000; Freire and Macedo 2005).