ABSTRACT
This case study describes the methods employed in the research project, Children’s Voices: exploring the voice of early years children about their experiences of learning English-Speaking in primary schools in Qatar. This case study briefly discusses how children’s rights are perceived by the Qatari society, its focal pillar the ‘family’ and to what extent this influences the learning context and makes children’s voice work challenging in Qatar. I present some simple steps forward in instilling a rights-based approach to practice with young children to support them in shaping their learning experiences. This case study describes the process of using innovative methods to consult with young children about their preferences and experiences of learning a foreign language. Qatar still employs a transmission model of education where children’s voice is largely underrepresented. This project was an attempt to shift the power dynamic and provide an opportunity for children to lead their own learning. The project attempts to open a window for children’s voice in Qatar, to highlight children’s rights to express themselves and their thoughts on issues related to them, in a context where children’s voice is still very much in its infancy. I hoped that this snapshot might influence the education system in producing more child-led classrooms by enabling children to express their ideas towards their learning context.
