Diverse voices, dynamic classrooms: Exploring changing demographics, pedagogical shifts, and training perspectives in Maltese multilingual primary classrooms.
DOI:
https://doi.org/10.21283/2376905X.1.11.2.3078Keywords:
Multilingual education, Multilingual Teaching Practices, Professional Development, Fluid Language Practices, Culturally and Linguistically Responsive TeachingAbstract
Malta is a small island in the Mediterranean Sea with a history of foreign occupation and British colonisation. Although bilingualism is a quintessential feature of being Maltese, recent, rapid, and unprecedented demographic shifts are altering the country's linguistic landscape from a bilingual to a multilingual one. This situation is mirrored in Maltese schools, with classrooms becoming more linguistically and culturally diverse. This paper explores how 145 Maltese primary school educators perceive and approach teaching students with diverse language and cultural backgrounds by examining their attitudes toward employing flexible language strategies, such as code-switching. The results of this research highlight the evolving dynamics of language use in Malta and the resulting impact on its educational system. This requires the reassessment of professional development initiatives in light of the current migration patterns. The aim of this study is to ultimately develop guidance and customize practical training and consultation sessions focused on culturally and linguistically responsive teaching.
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