This thesis explores the voice of early years children on their experiences of learning to
speak English in primary schools in Qatar. The study uses finger puppets to analyse
children’s experiences of learning a foreign language and as a pedagogical tool as part of
identifying their preferred way to learn. Children’s voices and puppetry are examined in
relation to the UNCRC (Article 12 and Article 13).
A review of the literature revealed extensive work on children’s voice in many countries
drawing on the United Nations Convention on the Rights of the Child (UNCRC, 1989),
Article 12 that acknowledges children’s right to express themselves on issues related to
them (i.e. education). In the state of Qatar, ‘listening to children’s voices’ is underinvestigated. This study is designed to contribute to research in this area and generate
new knowledge on children’s voices in the Qatari education system.
A qualitative participatory approach was used in this research to respect the children’s
educational experiences and to listen to their voice (Bergold & Thomas, 2012; Holland et
al., 2010). The study utilised a visual participatory approach with fourteen children aged
between seven and eight from two primary schools in Qatar. Visually-mediated group
discussions about drawing and video recording were held with the children. This
provided data on their learning experiences and the status of their voice in English
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classes. The study also included in-depth interviews with two early year English teachers
and classroom observations. In-depth qualitative analysis and thematic analysis were
employed (Braun & Clarke, 2006).
This study’s findings reveal that the children experience learning within a controlled topdown hierarchical line of authority in Qatar. Traditional English teaching techniques are
in place and the children’s opinions on matters relevant to their learning are rarely
sought. The rigid education system prevents playful leaning techniques (i.e. finger
puppetry) from happening in the classroom.
The study findings show that the children are capable of exercising agency and using their
voice to express themselves in the classroom. Policymakers, researchers and teachers
can collaborate together to develop flexible learning environments that enhance the
quality of learning for children. This will involve ensuring that ‘space’ during the lesson is
allocated for playful techniques (i.e. finger puppetry) to be used. In this environment,
children will find their voice within the education system and use it to influence
educational matters relevant to them.
| Date of Award | 8 Aug 2024 |
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| Original language | English |
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| Awarding Institution | - University Of Strathclyde
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| Supervisor | Lorna Arnott (Supervisor) & Kate Wall (Supervisor) |
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