MODERN EDUCATION AND DEVELOPMENT
Выпуск журнала №-20
Часть–1_ Февраль –2025
3
THE USE OF FOLK TALES TO DEVELOP CHILDREN’S CRITICAL
THINKING IN ENGLISH CLASSES
Gulshan Kuryozova Akmal qizi
Teacher, State University of Oriental studies, Uzbekistan
Jo‘raxo‘jayeva Vazida Ubaydulla qizi
Student, State University of Oriental studies, Uzbekistan
Abstract: the article is devoted to discussing the ways certain major
advantages in using folktales for teaching languages the meaning of folktales and the
definition of critical thinking because folktales can help to develop children’s critical
thinking and creative thinking which are the most sophisticated things in learning
foreign learning.
Keywords: folklore, folktales, language teaching and learning, primary
English as a foreign language, critical thinking.
Introduction
What is folktales?
1
Why do most teachers and parents use folklore, such as
folktales, novels, and poets while teaching and bringing up their children?
Folktales are traditional stories that have been shared from generation to
generation and they tend to be about people and their characters like bad, generous,
talkative, sleepy, and so on, talking animals, clever tricksters, and folktales reflect the
values and wisdom of a culture. Folktales acquire simple but deep meaning and
consist of animals acting like people and they can solve almost all issues in the end.
That’s why, parents usually choose folktales because children can manage or continue
folk and fairy tales with imagination. However, teachers always choose folktales
while teaching because folktales reflect the culture and not only shape intercultural
thinking but also describe the people, culture, and customs of each country. Moreover,
1
Folktale. (2019) In Merriam-Webster’s online dictionary.
https://www.merriamwebster.com/dictionary/folktale
(Accessed on 7 January 2019).
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Выпуск журнала №-20
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it helps to improve critical thinking during the lesson. So, what is critical thinking?
Why do teachers think folktales improve critical thinking during language lessons?
Critical thinking means the ability to analyze information from the standpoint of
logical and personal psychological approaches to apply the results obtained in a
variety of communication situations. Critical thinking also contributes to the
formation of several communicative skills among students: to understand and
generate foreign language statements under specific situations of communication,
speech, and communicative intent; to carry out their communicative behavior
following the rules of communication and national and cultural characteristics of the
country of the studied language.
Main Body
Many scholars have defined critical thinking like many other phenomena in
different ways. Therefore, it is worth discussing one of those definitions. Ennis (1989)
defines critical thinking as "reasonable, reflective thinking that is focused on deciding
what to believe or do". According to them, critical thinking is consciously observing,
analyzing, reasoning, and evaluating processes. Critical thinking is that mode of
thinking that stimulates a higher level of thinking in individuals and enables them to
make rational decisions analyzing different contexts skillfully and wisely. A critical
thinking approach asks students to do something with the information that has been
already learned. Critical thinking, in addition to explaining and enhancing students'
independent thinking abilities, also helps them solve independent problems and draw
conclusions. However, it is required that the child's imagination has already been
formed, and many students read fairy tales in their childhood, which contributes to
the development of their thinking abilities. For this reason, many teachers use fairy
tales as a tool for teaching. Additionally, fairy tales are easy to understand and carry
deep educational meaning, while also being interesting and containing a variety of
vocabulary. Learners can quickly and easily learn the language through their interest
in fairy tales, and they can engage their thinking abilities by continuing the stories or
concluding them in different ways. This ensures that the lesson is engaging and
enjoyable, which is why fairy tales are often used with beginner language learners.
MODERN EDUCATION AND DEVELOPMENT
Выпуск журнала №-20
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However, a question arises: what would happen if teachers used novels instead of
fairy tales? As we know, just like in every language, Uzbek novels contain complex
vocabulary and English novels also have many intricate words, characters, and events.
This can make it difficult for learners to understand everything in one reading, leading
to boredom and a decrease in their interest in learning the language. In addition,
stories are mostly used in various ways in English teaching and learning classes from
motivating them to supplementing course book coverage of themes to acquire the
language easily. In the main, they are utilized in a class to introduce the language and
expressions that support learners to enhance their learning skills. A usual method of
using folklore stories in primary English classes can be key lexis for children because
when they come across such a word, they can easily recognize it in the context.
Besides that, stories are useful not only for learning new vocabulary or lexis but also
for developing basic communication skills and enriching critical and creative
thinking. For instance, when a teacher tells a tale to the class, he asks questions about
facts; plot, main personages, and events in the story which leads learners to think and
retell it by their expressions. However, it should be considered that for children to be
encouraged to think, teachers also have to think. It means that firstly, teachers should
be motivators for pupils to encourage them to read stories and imagine highly because
imagination is the first and main key procedure to acquire a new foreign language
properly. For example,
How does the tortoise become the winner in competition with the rabbit?
2
The “Rabbit and Tortoise Story” is a tale of a race between a speedy rabbit
and a slow tortoise who are good friends. The rabbit challenges the tortoise to a race,
and the tortoise reluctantly agrees. During the race, the rabbit becomes overconfident
and takes a nap, while the tortoise keeps moving steadily. In the end, the tortoise wins
the race, teaching us the lesson that “slow and steady wins the race.” This story
reminds us of the importance of perseverance, not underestimating others, and the
value of patience on the path to success.
2
https://infinitylearn.com/surge/topics/rabbit-and-tortoise-story/
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Below we have discussed the Rabbit and Tortoise in English for kids to learn
the values and morals from this story. This story teaches us a timeless lesson: “Slow
and steady wins the race.” It reminds us that success doesn’t always go to the fastest
or most confident but to those who persevere, regardless of their speed. From that day
on, the rabbit learned to be patient and not underestimate others, while the tortoise
realized that determination and perseverance could lead to great achievements. The
forest remained a place where the rabbit and the tortoise cherished their friendship
and remembered the valuable lesson they learned together.
Even folktales are used to help learners develop competencies in language, so
they are now widely used as pedagogical resources and materials in English as a
foreign language classes. Taking all into account, it is stated that integrating folklore
with the primary English lesson is both demanding and valuable now, lessons with
folktales, proverbs, and sayings may be effective for not only language learning but
also learning moral values. Folklore gives a great opportunity for students to get high
motivation and inspiration to learn a language which is the most sophisticated task in
language teaching.
In conclusion, folk tales are not only interesting but also an effective tool for
language learning. They not only enhance critical thinking skills but also develop
communication abilities, assisting parents in raising their children and teachers in
making lessons more engaging. Moreover, fostering critical thinking is important not
only in education but also in real life, as it enables children to independently find
solutions to problems and think for themselves, allowing them to make their own
decisions.
REFERENCES
1. Fisher Robert, 1999. Stories for Thinking: Developing Critical Literacy through the
Use of Narrative. Analytic Teaching. Vol. 18. № 1. 10-15 р.
2. Ellison Maria. Faculdade de Letras Universidade do Porto, Make them think! Using
literature in the primary.
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Выпуск журнала №-20
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3. Bean, M. (1999) The role of traditional stories in language teaching and learning.
In M. R MacDonald (ed.) Traditional storytelling today: An international sourcebook
(pp. 548- 551).
4. Fitzroy Dearborn Collie, J. and Stephen S. (1990) Literature in the language
classroom: A resource book for ideas and activities. Cambridge University Press.
5.
Folktale.
(2019)
In
Merriam-Webster’s
online
dictionary.
https://www.merriamwebster.com/dictionary/folktale
https://infinitylearn.com/surge/topics/rabbit-and-tortoise-story/
