مجلة السراج في التربية وقضايا المجتمع
Volume 10, Numéro 1, Pages 73-84
2026-03-30
The Pedagogical Implications Of Religious Narratology In Augmenting Oracy Proficiency: A Theoretical Disquisition
Authors : Benghlissi Souad . Bouzeghlane Taher .
Abstract
This theoretical article examines the intricate relationship between religious narratology and the enhancement of oracy proficiency, with a specific focus on its pedagogical implications. The study explores the cognitive, linguistic, and cultural dimensions of storytelling as a vehicle for developing verbal communication skills. Drawing on interdisciplinary theories, the article emphasizes the potential of religious narratives to facilitate language acquisition, moral reasoning, and socio-cultural integration. Through a critical analysis of existing literature, it identifies key strategies for leveraging religious stories in educational settings, including scaffolding techniques, role-playing, and dialogic interactions. Furthermore, the article underscores the significance of aligning narrative content with learners’ developmental and cultural contexts to maximize engagement and linguistic gains. The theoretical framework integrates insights from Vygotsky’s sociocultural theory, Bruner’s narrative learning, and Bloom’s taxonomy, providing a robust foundation for future research and practical applications. This study concludes by advocating for a nuanced and context-sensitive approach to the incorporation of narratology in language pedagogy, emphasizing its transformative potential in fostering holistic language competencies.
Keywords
Religious narratology ; oracy proficiency ; pedagogical implications ; cognitive-linguistic development ; narrative learning ; sociocultural integration ; dialogic interaction ; scaffolding techniques ; language pedagogy
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