Effective Storytelling in Teachers' Context

This article examines storytelling as an effective instructional strategy in the context of primary education, with a particular focus on teaching English to young learners. It conceptualizes storytelling as an authentic form of communication and a carrier of cultural knowledge that supports both language acquisition and cognitive development. Drawing on relevant pedagogical literature, the study outlines key criteria for selecting appropriate stories and emphasizes the importance of systematic preparation, including the use of theatrics, props, scripting, and rehearsal. Furthermore, it proposes a structured framework of pre-, during-, and post-storytelling activities designed to enhance learner engagement, comprehension, and interaction. The article argues that storytelling facilitates the development of critical thinking skills, promotes cultural awareness, and supports integrated language learning. It concludes that, when effectively implemented, storytelling serves as a powerful and versatile tool for fostering meaningful and engaging language learning experiences in the primary classroom.