Storying the Self: Narrative Pedagogy and Student Wellbeing in Nigerian English Language Classrooms

Abstract

The primary purpose of this study is to examine the transformative role of Narrative Pedagogy in fostering holistic education and sustainable development within Nigerian higher education English Language classrooms. This inquiry addresses a significant gap in traditional Nigerian pedagogical frameworks, which have historically prioritised grammatical accuracy and cognitive skills while frequently overlooking the critical emotional and psychological health of the learner. To investigate this intersection, the study utilises a qualitative research design, specifically employing Conceptual Analysis and Narrative Inquiry to explore how personal storytelling practices align with Social-Emotional Learning (SEL) principles. The investigation is anchored by primary reflective data from a six-week "Teacher-as-Researcher" intervention in a Nigerian university, documenting shifts in learner "investment" and the systematic reduction of the "affective filter". The findings reveal that the deliberate incorporation of expressive writing into the formal curriculum emerges as a potent transformative strategy, providing students with a structured "sanctuary" to navigate complex identities and articulate socio-economic trauma within a supportive academic environment. Consequently, the study concludes that in the contemporary Nigerian context, linguistic proficiency is inextricably linked to the learner’s psychosocial reality. The implications suggest that adopting a humane, narrative-driven approach is essential for achieving sustainable learning outcomes, as it simultaneously nurtures emotional intelligence and communicative agency. This research advances the discourse on sustainable educational development by providing a systematic framework for cultivating student resilience and inclusive communication through reflective, identity-based curriculum design.