Language use in the primary classroom: Maltese teachers’ views on multilingual practices

Authors

DOI:

https://doi.org/10.21283/2376905X.11.184

Keywords:

MULTILINGUAL EDUCATION, TRANSLANGUAGING, PROFESSIONAL DEVELOPMENT, INITIAL TEACHER EDUCATION, MULTILINGUAL TEACHING PRACTICES

Abstract

Recent global migration trends and an increase in worldwide human mobility are currently contributing to unparalleled challenges in the area of literacy and education within multicultural and multilingual societies (Leikin, Schwartz, & Tobin, 2012). Malta, a small island in the Mediterranean, is one country currently seeking ways in which to adapt to the realities of today’s diverse classrooms. This paper details original research into Maltese teachers’ perceptions and practices in multilingual classrooms. Following a brief overview of Malta's language history and educational system, we draw on the experiences of eight bilingual primary school teachers through in-depth, semi-structured interviews. Recent demographic changes in Malta necessitate a paradigm shift in education. With Malta’s challenges mirrored at global level, this study makes an important contribution to understanding the issues faced by educators and children, exploring pathways towards an equitable and socially just education for all.

Author Biographies

Michelle Panzavecchia, University of Sheffield

Michelle Panzavecchia is an educator with many years of teaching experience in the early and middle years. She is also a University of Malta Visiting Lecturer with the Faculty of Education. Michelle holds a MSc in Language and Communication Impairment in Children from the University of Sheffield, UK and a B. Ed (Hons.) from the University of Malta. She is currently reading for a PhD in Bilingualism and English Language Teaching through the University of Sheffield, UK.

Sabine Little, University of Sheffield

Sabine Little is a Lecturer in Languages Education at the University of Sheffield. Her research focuses on multilingual families, how they experience emotional and practical links to their various languages, and how these are involved in each family member’s identity construction process. Her work explores the home-school nexus and the status that various languages receive within local and national contexts.

Published

2020-02-29

How to Cite

Panzavecchia, M., & Little, S. (2020). Language use in the primary classroom: Maltese teachers’ views on multilingual practices. EuroAmerican Journal of Applied Linguistics and Languages, 7(1), 108–123. https://doi.org/10.21283/2376905X.11.184

Issue

Section

Research Articles - Regular Issue

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