Regional Folk Narrative Lyrics As Pedagogical Resources In Elementary English Classrooms: A Study Of Dogri And Kashmiri Folk Narratives

Abstract

Elementary education is a formative stage where children encounter literature not only as a linguistic tool but as a medium for imagination, empathy, and cultural identity. This paper explores the integration of English literature with regional oral traditions specifically Dogri folk narratives and Kashmiri lyrical traditions in elementary classrooms. It argues that stories and songs, when translated and adapted thoughtfully, enrich pedagogy by combining global literary heritage with local cultural contexts. It also explores the pedagogical significance of regional folk narrative lyrics in the teaching of English at the elementary level. Contemporary approaches to elementary education increasingly emphasize culturally responsive, learner-centered, and experiential pedagogies that connect classroom learning with children’s lived realities. In multilingual contexts such as India, the integration of regional cultural resources into English language teaching offers meaningful possibilities for inclusive and effective education. Regional folk narratives, rooted in oral tradition and collective memory, provide linguistically accessible and emotionally engaging material that can support language acquisition while fostering moral values and cultural awareness. Adopting a qualitative and descriptive research approach, this paper examines how adapted or translated folk narrative lyrics contribute to the development of listening, speaking, reading, and vocabulary skills among elementary learners. The discussion is grounded in constructivist learning theory, reader-response theory, and culturally responsive pedagogy, and it aligns with the vision of multilingual and holistic education articulated in the National Education Policy 2020. The paper argues that Dogri and Kashmiri folk narrative lyrics function not merely as cultural artifacts but as effective pedagogical tools that bridge home culture and school learning. The study concludes that the integration of regional folk narratives in elementary English classrooms enhances learner engagement, linguistic competence, and holistic educational development.