OAR@UM Collection:

Frequency, significance and clarity : factors supporting the learning of mathematical vocabulary in bilingual classrooms

2026-08-07T10:46:11Z

Title: Frequency, significance and clarity : factors supporting the learning of mathematical vocabulary in bilingual classrooms Authors: Farrugia, Marie Therese Abstract: A crucial part of mathematics education is the teaching and learning of mathematical language, which includes subject-specific vocabulary. In a study carried out in two Maltese primary classrooms wherein mathematics was taught through the students’ L2 (English), and a teacher-directed ‘whole-class’ approach was used, it was noted that three conditions for vocabulary use – frequency, significance and clarity - appeared to be necessary for teaching new topic-related vocabulary. In this paper, I explain these conditions as they emerged from my empirical data and then conjecture on their relevance to other classrooms wherein both Maltese and English might be used, since code-switching is the most common approach used in Malta for teaching mathematics. I suggest that while frequency of use of words is likely to depend on the teaching methods employed, codeswitching might further promote the significance of mathematical words; furthermore, I suggest that using both languages might actually support clarity of the meaning of the topic-related words. Finally, if we wish to make a shift away from traditional whole-class teaching, we will need to equip students with the language equip students with the language necessary to engage differently with mathematics, irrespective of the medium of instruction used.

Motivation and multilingual identity in Maltese adolescents : an investigation through structural equation modelling

2026-07-30T10:20:34Z

Title: Motivation and multilingual identity in Maltese adolescents : an investigation through structural equation modelling Authors: Panzavecchia, Michelle; Muscat, Loredana Abstract: This study investigates the psychological and contextual factors shaping multilingual identity among Maltese adolescents. Malta is a bilingual nation undergoing rapid linguistic diversification due to significant demographic shifts. Using the L2 Motivational Self System and post-structural theories of identity, the study examines how socio-cognitive beliefs, language attitudes, and instrumental values shape motivation and, ultimately, multilingual identity. Data were collected from 402 secondary school students through a validated online questionnaire. Structural Equation Modelling (SEM) was used to assess direct and mediated relationships between latent constructs. It demonstrated a good overall fit and identified motivation as the strongest predictor of multilingual identity, explaining 48% of its variance. Instrumental value beliefs also influenced identity directly, indicating a dual pathway. Small but significant effects were found for classroom multilingual context and gender. Findings highlight the importance of future-oriented motivation and support language policies that integrate practical and humanistic approaches to multilingualism.

Assessing student engagement in higher education : validation of the university student engagement inventory among Maltese University students

2026-07-16T10:30:43Z

Title: Assessing student engagement in higher education : validation of the university student engagement inventory among Maltese University students Authors: Deguara, Josephine; Borg, Jonathan A.; Marôco, João; Hanssen, Natallia Bahdanovic; Løken, Trygve Kvåle Abstract: This study examined the psychometric properties of the University Student Engagement Inventory (USEI) among Maltese university students, addressing the lack of validated tools for assessing student engagement (SE) in Malta’s higher education (HE) context. The questionnaire was sent to all 12,400 University of Malta students out of which 323 fully completed the USEI, measuring behavioural (BE), emotional (EE), and cognitive engagement (CE). Confirmatory factor analysis supported both the three-factor model (CFI=0.945, TLI=0.933, RMSEA=0.073) and an excellent second-order model fit (CFI=0.981, TLI=0.977, RMSEA=0.057). Reliability was good for EE (α=0.83, ω=0.81) and CE (α=0.79, ω=0.76), and marginal for BE (α=0.68, ω=0.65), consistent with international findings. Measurement invariance was confirmed across STEM and non-STEM groups, indicating model stability across disciplines. Predictive validity showed that higher SE significantly predicted fewer dropout intentions (β=–0.49, p<0.001) and higher self-reported academic performance (β=0.56, p<0.001). Results confirm the USEI as a reliable and valid tool for assessing SE within the Maltese HE context and confirms its use in identifying disengaged students and informing interventions to enhance persistence and academic success.

Comparative analysis of language policies in Malta and the European schools language policy

2026-06-05T12:36:31Z

Title: Comparative analysis of language policies in Malta and the European schools language policy Authors: Bonello, Charmaine; Muscat, Tania; Camilleri, Rosienne; Deguara, Josephine; Milton, Josephine; Camenzuli, Rebecca; Vella, Michela Abstract: This study investigates how national language policies and the European Schools Language Policy support the inclusion of multiple languages in early and primary education in Malta. It focuses on Maltese policy documents such as the Language Policy for the Early Years, the Junior Years Policy, and the National Literacy Strategy and compares them with the European Schools Language Policy. Using a comparative content analysis framework, the research evaluates how these policies conceptualise multilingualism, support linguistic diversity, and accommodate students’ full language repertoires. Findings reveal that while Maltese policies promote bilingualism in Maltese and English, they often adopt a monoglossic orientation that marginalises students’ first language/s (L1). In contrast, the European Schools Language Policy operationalises plurilingualism through L1 maintenance, additional language pathways, and Content and Language Integrated Learning (CLIL), positioning linguistic diversity as both a right and a pedagogical resource. The analysis highlights clear divergences in policy measurability, implementation mechanisms, and children’s participation, alongside the persistence of a colonial legacy, specifically the historical British influence on English dominance in education. The study concludes that Malta’s education system would benefit from moving beyond declarative bilingualism towards an inclusive, rights-based plurilingual policy framework aligned with EU and UNESCO multilingual agendas, embedding structured pathways for L1 maintenance, teacher education, and learner voice.