Narratives in action: using English Children’s Literature to develop EFL competence in primary school students
DOI:
https://doi.org/10.15330/clid.2.2.72-88Keywords:
children’s literature, English as a Foreign Language (EFL), primary school learners, narrative-based instruction, EFL competenceAbstract
This study investigates the use of English children’s literature as a pedagogical tool for developing English as a Foreign Language (EFL) competence in primary school learners. Based on analyses of student teaching practice and the academic courses Methods of Teaching English in Primary School, English Literature for Children, Children’s Literature, and Foreign Children’s Literature at Vasyl Stefanyk Carpathian National University, the article explores how narrative-based instruction supports the development of lexical, grammatical, communicative, and sociocultural competence in primary school learners. The study is situated within the competence-oriented principles of the New Ukrainian School and CEFR A1–A2 descriptors, emphasizing integrated language development, emotional engagement, and learner-centered approaches.
The instructional intervention involved the systematic integration of short, age-appropriate literary fragments, including fairy tales, short stories, and adapted classics, into regular EFL lessons. Structured pre-reading, while-reading, and post-reading activities, complemented by digital tools, audiobooks, and interactive platforms, provided multimodal support for comprehension, vocabulary acquisition, and communicative practice. Narrative-driven tasks promoted authentic language use, emotional engagement, and participation in meaningful classroom interaction.
Findings demonstrate that narrative-based instruction effectively supports the holistic development of EFL competence in primary school students, providing repeated exposure to lexical and grammatical patterns while fostering communicative and sociocultural skills. Children’s literature enhances motivation, attention, and emotional involvement. The integration of digital mediation further strengthens autonomous learning and multimodal comprehension. Overall, the study highlights narrative-based approaches as a theoretically grounded and practically viable strategy for primary EFL instruction, particularly in contexts requiring emotional and educational support.
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