https://www.um.edu.mt/library/oar/handle/123456789/18579 2026-07-20T02:44:10Z https://www.um.edu.mt/library/oar/handle/123456789/148112 Title: Learning Maltese for work and professional integration in Malta Authors: Żammit, Jacqueline Abstract: Adult language education plays a central role in enabling migrants to participate in society and access employment, as language proficiency often functions as a prerequisite for further training, professional integration and social inclusion. This study explores the acquisition of Maltese by adult migrants in Malta, a context marked by high labour demand and a multilingual sociolinguistic environment. This study draws on qualitative data from 28 adult migrant learners enrolled in Maltese language courses and 4 language teachers, exploring how adult learners develop Maltese language competence within a setting where Maltese and English coexist alongside learners’ diverse linguistic repertoires. Data were collected through classroom observations, semi-structured interviews and practitioner reflections, allowing for an in-depth exploration of classroom practices, learner strategies and institutional conditions that shape adult Maltese language learning concerning professional integration. Particular attention is paid to pedagogical practices that link language learning to workplace communication and everyday professional interactions. The findings suggest that multilingual and translanguaging-based approaches can enhance learner engagement, confidence, and participation. At the same time, persistent challenges emerge, including limited exposure to Maltese in work environments dominated by English, uneven expectations regarding language use in employment, and a lack of targeted resources for adult migrant learners. By focusing on Maltese, a minority language within a multilingual labour market, the study contributes to broader debates on how adult language education can support migrants’ professional integration. It highlights the need for context-sensitive, multilingual pedagogies that recognise learners’ existing linguistic resources while responding to labour market demands and integration goals. 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/148093 Title: Fuq fomm kulħadd : ir-raba’ serje (programmi 76 – 100) Abstract: Theoretical Framework: The Fuq Fomm Kulħadd project is grounded in multimodal discourse analysis (Kress, 2010; Jewitt, 2016) and critical thinking frameworks (Paul & Elder, 2020). These frameworks support the examination of how issues are explored and discussed through various modes of communication, particularly focusing on radio as a medium that facilitates audience interaction and engagement. By integrating these theoretical approaches, the project fosters reflective thinking and encourages listeners and guests to critically engage with contemporary social and cultural issues. This research explores two key aims: 1. To facilitate non-judgmental critical thinking about contemporary issues discussed on air; 2. Creating interactions based on meaningful inquiry and reflection between radio listeners, in-studio guests, and experts about the topic discussed. Description: Min jixtieq jirċievi programm partikolari għandu jikkuntattja lil Prof. George Cremona fuq l-email: george.cremona@um.edu.mt L-awtur jirriserva d-dritt li japprova jew jirrifjuta t-talba. 2025-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/147845 Title: Transformative teacher learning in secondary education : the role of Erasmus+ in shaping future practice Authors: Barbara, Abigail; Cremona, George Abstract: This paper explores how Erasmus+ mobility programmes contribute to teacher learning and future educational practice in secondary education. Drawing on mixed-method principles, the study investigates how international mobility experiences support professional development, pedagogical innovation, and intercultural understanding among teachers from Malta and Spain. The paper is based on findings collected through questionnaires and semi-structured interviews involving teachers who participated in Erasmus+ mobilities. Findings demonstrate that participation in Erasmus+ activities encouraged teachers to reflect critically on their classroom practice, strengthen collaboration with international colleagues, and experiment with more inclusive and student-centred teaching approaches. Participants also reported increased motivation, emotional awareness, communication skills, and confidence in responding to diverse classroom needs. However, workload pressures, limited resources, language barriers, and varying levels of institutional support influenced the sustainability of Erasmus+ outcomes within schools. The paper concludes that teacher learning extends beyond technical skill acquisition and includes changes in professional identity, reflective practice, emotional awareness, and intercultural competence. Internationally connected professional development opportunities therefore remain highly relevant in preparing educators for the challenges of contemporary education. 2026-06-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/147404 Title: Minn għajnejn differenti 3 Authors: Żammit, Jacqueline Abstract: The “Minn Għajnejn Differenti” (From Different Eyes) series introduces a new approach to learning Maltese through narrative and cultural immersion. The third book in the eight-part series, “Minn Għajnejn Differenti 3” (From Different Eyes 3), is written by Dr Jacqueline Żammit, illustrated by Ms Sue Flask, and published by Horizons in collaboration with the National Agency of Literacy. Designed for adult beginners at Level A2, the book launches a continuous storyline that follows the same main characters throughout the series. It centres on a group of American and Mexican friends visiting Malta and uses engaging stories, clear language, exercises, and a multilingual glossary to support learners. 2026-01-01T00:00:00Z