INTEGRATING ETHNOPOETICS AND DIGITAL MEDIA IN MODERN EDUCATION: A RHETORICAL ANALYSIS OF UZBEK FOLKLORE IN CLASSROOM NARRATIVE PERFORMANCE.

This article explores the integration of rhetorical analysis and computer graphics to examine the poetic features of ethnopoetic narratives within a modern educational setting. Drawing on a broader study of oral storytelling in a middle school language arts classroom, the research focuses on the pedagogical value of folklore, particularly the Uzbek tale “Kuntugmish,” and its role in connecting students to historical and cultural roots. A corpus of seventy-five teacher and student narratives was transcribed and analyzed. This paper zooms in on the poetic dimensions of one teacher’s narrative performance, using an ethnopoetic framework to investigate elements such as sound, image, syntax, stanzaic structure, and thematic parallelism. The study demonstrates how digital tools—especially computer graphics—can enhance the aesthetic and rhetorical impact of folklore in teaching, creating a multisensory learning environment. The analysis reveals how the teacher constructed a coherent poetic text capable of fostering emotional and cultural identification among students. The discussion also addresses pedagogical implications, suggesting that attention to oral narrative structure and digital enhancement can support more engaging, culturally meaningful instruction. Ethnopoetics, as a method of narrative analysis, highlights the performative nature of meaning-making and provides a powerful tool for educators to involve younger audiences in preserving and appreciating national folklore through technology-enhanced teaching.