https://www.um.edu.mt/library/oar/handle/123456789/18558 2026-08-12T14:39:34Z https://www.um.edu.mt/library/oar/handle/123456789/148463 Title: Using Maltese meaning-related vocabulary for the topic 'equivalent fractions' in a bilingual Grade 6 classroom in Malta Authors: Farrugia, Marie Therese Abstract: Mathematics education in Malta is frequently conducted through translanguaging with English and Maltese. In this paper I describe a design-based research study carried out in collaboration with a Grade 6 elementary teacher. The topic in question was Equivalent Fractions and the main thrust of the lessons was to heighten the teacher’s awareness of useful Maltese vocabulary for meaningmaking, to maximise student verbal participation, and to introduce the innovative idea of using Maltese for written mathematics texts. I provide excerpts of English / Maltese classroom interactions, using the illustrations to reflect on language-responsive pedagogy. 2025-02-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/148462 Title: Bilingual materials for mathematics in Malta Authors: Farrugia, Marie Therese Abstract: In Malta, mathematics is frequently accessed through translanguaging with English and Maltese. This is certainly the case when the teacher’s and students’ home language is Maltese, because textbooks and other written materials – including examinations – are in English, a legacy of British colonisation that ended in 1964. However, although much translanguaging occurs in verbal interaction, Maltese is not used for written mathematics. In this paper, I describe classroom materials that I designed, which included Maltese text, as part of a design-based research project carried out in an elementary school. The inclusion of Maltese text was viewed positively by both teacher and students, and I suggest that this approach might be taken on board as an integral part of a translanguaging pedagogy. 2025-01-01T00:00:00Z 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/123456789/148339 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