Thesis
"In the English lesson, I feel nothing" = "في درس اللغة الانجليزية، لا أشعر بشيء" : exploring the voice of early years children about their experiences of learning to speak English in primary schools in Qatar
- Creator
- Rights statement
- Awarding institution
- University of Strathclyde
- Date of award
- 2024
- Thesis identifier
- T17039
- Person Identifier (Local)
- 201751709
- Qualification Level
- Qualification Name
- Department, School or Faculty
- Abstract
- 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 Page | v 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.
- Advisor / supervisor
- Arnott, Lorna
- Resource Type
- DOI
- Embargo Note
Relations
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File | 2024-09-03 | Private |