https://www.um.edu.mt/library/oar/handle/123456789/1054 2026-08-09T14:57:32Z https://www.um.edu.mt/library/oar/handle/123456789/148449 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. 2025-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/148382 Title: Parental engagement in two Maltese state colleges : a case study Authors: Cutajar, Mario; Martinelli, Victor Abstract: In 2006, The Act to Amend the Education Act Cap. 327 (Laws of Malta, 2006) made provisions to sustain and augment the then-existing school-parent partnership. This study examines the current partnership between schools and parents in two Maltese State Colleges and the perceived challenges to nurturing, enriching, and sustaining collaboration between the schools and the parent community. The history of Education in Malta reveals a pattern of fragmented initiatives between schools and parents. For example, the establishment of the College Board of Governors, a tenet of the aforementioned Act, was never implemented after its enactment and is not even mentioned in the Education Act, CAP 605, ACT XXIX of 2019 (Laws of Malta, 2022). The data were collected through questionnaires administered to teachers and parents. Convenience and purposive sampling methods were used to recruit participants. We explored educators’ and parents’ positions on parental involvement and participation in their children's education, as well as the issues and challenges they encountered in sustaining such partnerships. The study seeks to advance understanding of these issues and challenges and to propose a way forward to address the missing link in the structure contemplated by the 2006 and 2019 Acts. 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/148381 Title: Inclusion in Linguistics [Book review] Abstract: This book review examines "Inclusion in Linguistics" (Charity Hudley, Mallinson, & Bucholtz, 2024), a landmark volume that advocates for a more inclusive and socially just discipline of linguistics. The review highlights the book's central themes, including intersectionality, equity, representation, and the dismantling of systemic barriers within linguistic research, teaching, and institutional practice. It discusses the editors' emphasis on practical strategies for fostering inclusion while acknowledging the challenges of implementing such approaches across diverse academic contexts. Particular attention is given to the volume's relevance for applied linguistics, where its recommendations have significant implications for pedagogy, community engagement, and socially responsive research. The review argues that "Inclusion in Linguistics" makes a substantial contribution to contemporary linguistic scholarship by providing both a critical framework and actionable guidance for advancing diversity, equity, and inclusion within the discipline. 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/148339 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. 2026-01-01T00:00:00Z