Schools must use a variety of pedagogical techniques in order to enhance the literacy learning of all students. One strategy to address literacy development in the classroom is through storytelling, which enhances writing, reading comprehension, and oral language. Storytelling is an excellent pedagogical method that may be used in instruction to develop learners’ competencies in all areas because the reading and writing processes are interrelated.
The recounting of stories dates back to the dawn of civilization. Through oral expression, generations heard and felt the power of the word. When stone tablets and cave paintings were used to transmit and preserve stories, oral interpretation gave way to written language. The ordinary person was taught to read written language when Gutenberg invented the printing press at the end of the Middle Ages. Until that point, the main methods of teaching and entertaining with literature were storytelling and read-aloud.
Retelling stories helps raise students’ oral proficiency. Gaining verbal proficiency can help learners communicate more efficiently and effectively. Talk, compromise, and tact are tools for bringing people together. In daily communication, clearly articulating one’s thoughts and emotions is crucial. Students are encouraged to engage their imaginations when they tell stories or listen to well-written tales. According to Mallan (2017), storytelling fosters imagination growth, strengthening problem-solving skills. As a result, cultivating imagination can enable students to think of original and creative ideas. In other words, as learners see themselves as competent in realizing their goals and desires, the development of the imagination can support self-confidence and motivation.
Additionally, storytelling gives students in primary school the chance to act out, repeat, and listen to stories—all crucial skills for comprehension. When employing storytelling, comprehension can also be strengthened through exercises like teaching narrative structure, developing visual skills, picking up new vocabulary, and connecting concepts to their own experiences and the outside world. The learner or participant can draw connections to different stories when understanding is being used. Because stories are typically spoken without images or other visual aids, listeners must comprehend what they hear using both the left and right sides of the brain. Children who hear stories get a sense of structure that aids in their comprehension of more challenging books.
Telling stories fosters a variety of abilities. Children can be exposed to various social and cultural experiences through storytelling. Narrating tales, particularly historical ones, can create a bridge connecting the past, present, and future. Youngsters can connect with the world beyond themselves. Additionally, young children might demonstrate increased attention while listening and learn proper listening behaviors. 2015’s National Storytelling Press children gain new and significant vocabulary through story listening in the domain of comprehension. Youngsters pick up fundamental abilities like story organization, prediction, and visualization—all essential for reading comprehension. Children who listen to stories also develop critical thinking skills since they predict how the story will end.
Consequently, children can develop a more robust literacy culture through storytelling. The New Jersey Department of Education’s professional development provider, Storytelling Arts, Inc. (2015), lists the following additional advantages of using storytelling in the classroom: students gain meaningful vocabulary through storytelling; they are exposed to cultural diversity through multicultural stories; they experiment with language sounds by repeating rhymes and chants; they improve their visualization skills; develop an emotional connection to the content they are listening to, which will inspire them to recall and recount; Develop your storytelling abilities while boosting your self-esteem and oral language proficiency.
Based on the perspectives above on storytelling, therefore, it is a learner-centered approach that activates role in classroom activities and helps accomplish the process’ teaching and learning goals. Additionally, the employment of storytelling techniques aids in accomplishing educational objectives since compelling retelling improves students’ mental efficiency, enables them to overcome challenges, and empowers them to learn independently. Teachers and students must work together to accomplish these aims because there is a lack of educational research and a dearth of initiatives to improve the quality of books and the Filipino teaching process.
