Enhancing communicative competence in English Second Language classrooms through traditional storytelling
DOI:
https://doi.org/10.20525/ijrbs.v12i2.2342Keywords:
communicative competence, traditional storytellingAbstract
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.
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