Emirati children entering KG2 classrooms arrive with something extraordinarily valuable, which is a rich Arabic oral storytelling tradition, strong family narrative cultures, and deeply embedded linguistic confidence in their mother tongue. Yet the moment formal English literacy instruction begins, that confidence frequently disappears. Western stories dominate the curriculum entry points, cultural familiarity evaporates, and young Emirati English Language Learners face the double burden of acquiring a new language in a culturally unfamiliar context that quietly but consistently suppresses engagement, risk-taking, and early literacy progress.
This qualitative research study investigates how integrating Emirati folktales, family narratives, and traditional oral storytelling into Phase 1 English literacy instruction supports phonological awareness, vocabulary acquisition, and communicative confidence among Emirati KG2 learners within an IB PYP framework.
Conducted within one KG2 PYP classroom with five-year-old Emirati ELL students, the study deployed co-constructed Storytelling Adventures, pedagogical documentation of student talk, observational tracking through play-based Word Detective activities, and Visible Thinking routines using authentic Emirati cultural artefacts across iterative inquiry cycles.
Culturally familiar storytelling demonstrably increased voluntary participation, spontaneous English use, peer interaction, and willingness to experiment with new sounds and vocabulary. Tier 2 vocabulary retention strengthened measurably, and children spontaneously began sharing family stories, thereby bridging home oral traditions and school literacy with remarkable naturalness.
When children recognise their cultural world inside the literacy classroom, language learning stops feeling foreign and starts feeling possible, proving that the most powerful English literacy resource an Emirati child possesses is the story their grandmother already told them.

Authors:
Nguyilan Shaaji, Emirates National Schools, United Arab Emirates
Alueshima Jennifer Shaapera, Blossom Early Education Institution, United Arab Emirates

About the Presenter(s)
Nguyilan ShaaJi is an Early Years educator and KG STEAM PLC Lead who integrates IB/PYP inquiry with innovative STEAM learning, leading initiatives that spark creativity and curiosity in young learners.

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