Enhancing communicative competence in English Second Language classrooms through traditional storytelling

Abstract

This paper aimed to explore the use of traditional stories as a tool to facilitate and enhance communicative competence in English Second Language (ESL) classrooms. The sudden switch from in-person to online instruction during COVID-19 caused a decline in communicative activities, including traditional storytelling. Any language program should aim to generate learners who are proficient in communication. According to research, even learners with low motivation and poor academic skills are more inclined to listen and put much effort into the narrative setting. This paper is grounded on Gardener’s Multiple Intelligences Theory, which challenges the traditional view of the Intelligent Quotient Theory and enables teachers to take a renewed look at other views about learning development. This study adopted an interpretive paradigm entrenched in a qualitative approach using a case study design. Semi-structured interviews were used to collect data from 5 conveniently selected Grade 6 teachers. Content analysis was used to analyse data. Findings revealed that (i) learners are not engaged in traditional storytelling in schools and (ii) a lack of recordings of traditional stories. The lack of traditional storytelling in schools denies learners opportunities to share their cultural knowledge and values. This paper recommends that traditional stories be included in the school curriculum to improve learners’ communication skills. Furthermore, traditional storytelling can act as a vehicle for restoring the learners’ culture.

Authors & affiliations

Nomasomi Matiso Hilda
Affiliation not supplied

Nqabeni Pelokazi
Affiliation not supplied

Deposited references

Supplied references, not a list of publications citing this article.

DOI: 10.6007/IJARBSS/v10-i2/6945

Allen, J. W. (2013). Storytelling with cultural tools: Children's engagement with features of oral traditions in First Nations cultural education programs. University of Victoria (Canada). https://www.proquest.com/

Bala, E. (2015). Storytelling in EFL classes. International Journal of Social Sciences & Educational Studies, 2(2). http://eprints.tiu.edu.iq/982/

Boris, V. (2017). What makes storytelling so effective for learning. Harvard Business Learning.

Chandler, M. J., Lalonde, C. E., Kirmayer, L., & Valaskakis, G. (2009). Healing traditions: the mental health of Aboriginal peoples in Canada.

Chandra, T. (2015). Documentation of folktales through digitization. http://snu.edu.in/pdf/Faculty-in-Spotlight-tULIKA pdf (accessed September 28 2015).

DOI: 10.1080/09588221.2015.1069360

Department of Basic Education (2011). National, Curriculum Statement (NCS). Curriculum and Assessment Policy Statement. Further Education and Training Phase Grades 10-12. Pretoria.

Dujmovic, M. (2006). Storytelling as a method of EFL teaching. Methodological Horizons, 1(1), 75-88. https://hrcak.srce.hr/11514

Egan, K. (1993). Literacy and the Oral Foundation of Education. NAMTA Journal, 18(1), 11-46.

Gardener, H. (1983). Frames of the mind. The theory of multiple intelligences. New York. Basic Books.

Githanda, G. (2016). A closer look at storytelling in Africa. Settle Stories. Available at wwwsettlestories.org.uk>node

Guijosa, C. (2018). Nine tips to use storytelling in the classroom Available at https://observatory.tec.mx/edu-news/nine-tips-to-use-storytelling-in-the-classroom

Howie, S. J., Combrinck, C., Roux, K., Tshele, M., Mokoena, G., & McLeod Palane, N. (2017). PIRLS literacy 2016: South African highlights report (Grade 4). Centre for Evaluation and Assessment (CEA). http://hdl.handle.net/2263/66185

Khodabandeh, F. K. (2018). The impact of storytelling techniques through virtual instruction on English students’ speaking ability: Teaching English with Technology, 18(1), 24-36. http://www.tewtjournal.org

Kuokkanen, R. (2000). Towards an “Indigenous paradigm” from a Sami perspective. The Canadian Journal of Native Studies, 20(2), 411-436. https://rauna.net/wp-content/

Liden, D. (2022). What are Traditional Stories? Available at https://www.languagehumanities.org/what-are-tarditional-stories,htm#comments

LoBello, C. (2015). The impact of digital storytelling on fourth grade students’ motivation to write (Doctoral dissertation). http://hdl.handle.net/20.500.12648/5790

DOI: 10.25159/1016-8427/671

Mahanand, A. (2021). Role of Traditional Stories for English Language Education.

Mani, M. & Premraj, A. (2019). J2 story telling in ESL classroom - International Journal of Research and Analytical Reviews 6(1).

Maree, K. (2016). First Steps in Research. Pretoria, South Africa: Van Schaik.

McCombes, S. & George, T. (2022). What is Research Methodology? www.scrib.com/dissertation/methodology

McCombes, S. (2023). How to write a Literature Review/Guide, Examples and Templates. https://www.scrbbr.com

Mutaka, N. (2018). African oral genres (tales, proverbs, riddles, and lullabies) as a sociolinguistics topic: some methodological directions. https://payrus-dokker.watermark.org

DOI: 10.17265/2328-2150/2020.05.001

Patil, R.S. (2017). The role of the Teacher in Teaching Short Stories to Acquire Language Skills and Communicative Competence. International Multidisciplinary Peer-Reviewed Journal. www.research-innovator.com

Tse, S. K., Lam, W. I., Loh, K. Y., & Cheung, W. M. (2017). Progress in International Reading Literacy Study (PIRLS) 2016 International Report (Hong Kong Section).

Robin, B. R. (2016). The power of digital storytelling to support teaching and learning. Digital Education Review, (30), 17-29.

DOI: 10.1159/000356761

Roos, R. (2022). Types of Traditional Tales: Fairy Tales, Folktales, Fables, Myths and More Available at https://internationalstoryteller.com

Seng, S.H.N. (2017). Teachers’ and Students’ Perceptions of Storytelling as a Language Teaching and Learning Resource. The University of Sheffield. Faculty of Social Sciences. https://etheses.whiterose.ac.uk/18652/

DOI: 10.1186/s40561-014-0006-3

Tunnel, M.O., Jacobs, J.S., Young, T.A. & Bryan, G. (2012). ‘Picture Books.’ In Children’s Literature, Briefly. 5th edition Boston, MA: Pearson Education, Inc.105-119

Tuwe, K. (2016). The African oral tradition paradigm of storytelling as a methodological framework: Employment experiences for African communities in New Zealand. In African studies association of Australasia and the Pacific (AFSAAP) proceedings of the 38th AFSAAP conference: 21st century tensions and transformation in Africa. Deakin University.

UNESCO (2021). Indigenous Language Decade. https://www.unesco.org

UNESCO, U. (2022). World Bank.(2021). The State of the Global Education Crisis: A Path to Recovery. The World Bank Group, Washington DC.

Yeboah, J., & Ewur, G. D. (2014). The impact of WhatsApp messenger usage on students performance in Tertiary Institutions in Ghana. Journal of Education and practice, 5(6), 157-164. https://d1wqtxts1xzle7.cloudfront.net/

DOI: 10.1080/1045988X.1991.9944582

Zayapragassarazan, F. (2020). Strategies for Engaging Remote Learners in Medical Education: F1000 Research 2020, 9 (2) 73