Folktales as means of effective teaching of Nigerian languages in primary schools

Abstract

The paper examined the effective use of folktales for teaching of Nigerian languages at the primary school level. The paper noted that folktales mold the child's behavior positively by discouraging vices such as greed, aggression, ingratitude and also helps the child to imitate good leader qualities as lessons learnt from folktales and adaptation to other peoples' culture among others. This is made possible by exposing the child through myths, poetry and dramatic activities present in the traditional society. Critics of folktales stated that this kind of knowledge (story telling) is naive, premature, challenges children belief in Almighty God and that it is surrounded with traditional beliefs. In spite of the weaknesses identified with folktale use for teaching in primary school education, the paper recommended for government, curriculum developers, stakeholders in education and the society at large to see the need for the inclusion of folktales in primary school curriculum as an important issue not only in the teaching of Nigerian languages but as an effective tool for enhancing an all-round development of the child and preservation of our culture.