Roshni Kumari
Independent Researcher
India
Abstract
This study offers an in-depth exploration of the pedagogical integration of folk tales within multilingual school contexts in Karnataka, India, where linguistic diversity encompasses Kannada, Tulu, Konkani, Kodava, Urdu, and English. Building upon prior research that underscores the benefits of culturally responsive pedagogy, this investigation probes how systematic incorporation of folk narratives can enhance linguistic competencies, foster intercultural understanding, and bolster student engagement. Employing a mixed-methods framework, data were gathered over a three-month intervention across six Grade 5 classrooms—two in urban English-medium private schools, two in semi-urban government Kannada-medium schools, and two in rural aided schools serving Tulu- and Kodava-speaking communities. Quantitative measures comprised pre- and post-intervention assessments of vocabulary recognition (40-item task) and narrative retelling (standardized rubric scoring for coherence, fluency, and lexical variety). Qualitative insights derived from twenty structured classroom observations, six semi-structured teacher interviews, and twelve student focus groups illuminated the pedagogical processes and affective responses associated with folk-tale instruction. Results revealed statistically significant gains in vocabulary (from a mean of 58.4% to 72.7%, p < .001) and narrative skills (coherence scores rising from 2.8 to 4.1; lexical variety from 3.0 to 4.2). Moreover, thematic analysis uncovered enhanced student motivation, stronger peer collaboration across language groups, and heightened cultural pride. Conversely, teachers identified challenges related to story selection, translation fidelity, time management within rigid curricula, and resource constraints—particularly in urban settings less familiar with local narratives.
Keywords
Folk Tales, Multilingual Pedagogy, Karnataka, Language Development, Cultural Identity
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