Storytelling as a Pedagogy: Secondary-Level English Language Teachers' Perspectives and Practices in Sunsari District of Nepal

Abstract

Storytelling is a very old human practice. However, its recent popularity as a classroom method has drawn the attention of many teachers across the globe. They have been exploring storytelling as an effective pedagogical tool. In Nepal, it has been included as a teaching method in school level curricula. Therefore, this study aimed at exploring how English language teachers in Nepal perceived storytelling and how they have been practicing it in their classrooms. The study used interpretative phenomenological analysis (IPA) as its research design to collect the lived experiences of 5 secondary-level English language teachers of Sunsari district of Nepal. The study revealed that the teachers were aware of the effectiveness of storytelling as a method for enhancing students' critical thinking skills. However, the study found that the teachers had been facing many problems while storytelling in their classrooms.