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

Keywords

• multilingual education
• translanguaging
• professional development
• initial teacher education
• multilingual teaching practices