The effect of storytelling on the development of language and social skills in French as a foreign language classrooms.

Youth literature allows for the exploration of linguistic and cultural elements, guiding learners to develop their oral interaction skills and critical thinking in the face of sensitive topics such as coexistence, differences, tolerance, xenophobia, and racism. The UNESCO (2010) considers the learning of living together as a fundamental educational mission. Starting from the premise that these values can be embraced by educational systems, this paper examines the effect of storytelling on the development of language and social skills among French as a foreign language learners. The researchers focus on middle school students who are learning French as a foreign language, aiming to address the following question: To what extent does storytelling facilitate the advancement of language acquisition as well as socialization and coexistence skills among the target group? Approaching this, the French textbook designed for middle school students in Algeria is examined, revealing the motives behind the various selections found in the book in order to support our argument. A total of 23 students were given a pre-test to evaluate their level of socialization. After completing three storytelling sessions, a post-test was conducted to assess student's level of socialization. The findings indicate that examining narratives that focus on various social and civic principles is crucial since they affect students' perspectives. The fact that underlines storytelling's role in enhancing students' ability to coexist harmoniously. The results reveal that the study of narratives conveying various social and civic values had a significant impact on the observed students' perceptions. By exploring tales that convey these values, we observed noticeable changes in how students grasp the concepts of respect, responsibility, and cooperation within the educational and social community.