Socio-Critical Storytelling: Challenges, Teacher Views, and Impact on Students' Linguistic Competence

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Author(s): Iris López Pedrosa (Universidad de Murcia, Spain)and Ángela Dorado Otero (Queen Mary University of London, UK)
Copyright: 2026
Pages: 26
Source title: Pioneering Socio-Critical Approaches in English as a Foreign Language (EFL) Research
Source Author(s)/Editor(s): Pedro Antonio Férez Mora (University of Murcia, Spain)and Yvette Coyle (University of Murcia, Spain)
DOI: 10.4018/979-8-3373-0040-5.ch003

Keywords: Communication Studies / Education / Information Science Reference / Language Education and Linguistics

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Abstract

This study aimed to explore the linguistic development experienced by a group of Year 6 EFL Primary Education students when taught with a socio-critical storytelling session. It also tapped into the challenges experienced by a Primary Education trainee while designing and implementing the storytelling session. The regular class teacher's views on the storytelling session were also explored. Data were gathered through a series of instruments including tests, interviews, and reflective journals. The results revealed that students improved their linguistic competence after the storytelling session. The challenges experienced by the trainee included time management, students' limited level of English, and students' resistance to some of the activities. Finally, while the class teacher highlighted the relevance of some of the innovations introduced (active participation and use of authentic materials), she failed to notice the social justice and critical thinking agendas.

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Socio-Critical Storytelling: Challenges, Teacher Views, and Impact on Students' Linguistic Competence

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