https://www.um.edu.mt/library/oar/handle/123456789/18580 2026-06-18T16:19:27Z 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 https://www.um.edu.mt/library/oar/handle/123456789/146581 Title: Malta's forgotten language policy Abstract: This opinion piece examines the long-standing neglect of Malta’s 2019 National Policy for Teaching Maltese as a Foreign Language and argues that the absence of sustained implementation now poses serious educational, cultural and sociolinguistic consequences. Situating the discussion within Malta’s rapidly changing multilingual landscape, the article reflects on the increasing dominance of English in digital, educational and everyday contexts, particularly among younger generations and migrant communities. It critiques the persistent cycle of consultation without action, highlighting how policy stagnation has weakened institutional support structures necessary for the teaching and safeguarding of Maltese. The piece further explores the relationship between language policy, national identity, multilingualism and social cohesion, while stressing that minority language sustainability depends not on symbolic declarations but on consistent everyday use, strategic planning and long-term investment in education and teacher training. Ultimately, the article calls for immediate and coordinated implementation measures to ensure that Maltese remains a living, accessible and socially relevant language within an increasingly globalised and digitally mediated society. 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/146568 Title: Continuing a long-lasting relationship : reflections on linguistic and cultural encounters of Italians living in Malta Authors: Caruana, Sandro Abstract: The Italian language and culture have always had a special relationship with countries which are geographically close to Italy, especially with those in the Mediterranean basin including Malta, where physical contacts and exposure to Italian via various means of communication have rendered the language familiar to many. Recently, large numbers of Italians have settled in these countries and although most Italians move - primarily for work - to countries in Northern and Central Europe, but their presence in countries bordering the Mediterranean Sea is also on the increase.; The perception of Italy, Italians and of the Italian language in the Mediterranean has been strongly influenced by television, especially during the 1970s and 1980s. This is very much the case in Malta where Italian TV programmes were extremely popular up to a few years ago and where, despite a decrease in television viewership especially among the younger generations, television still represents one of the most direct contacts between the two countries. In fact, a feature that distinguishes Malta from many other countries in the Mediterranean is represented by Italian being, to a greater or lesser extent, the ‘third language’ of the nation, as its sociolinguistic features are not all readily associated to those normally assigned to foreign languages because of constant contact, rendered easy through geographical proximity and shaped by historical events. As a result of this, while Maltese and English are today official languages of the islands, Italian maintains an important role especially through the many Italianisms in the Maltese language and because it is widely present in the country’s linguistic landscape. Nevertheless, the challenges faced because of the worldwide importance of English, which has significant effects on the way Italian in Malta is perceived today and on the readiness of youngsters to learn it, are also very real.; In this contribution I firstly provide some general information regarding Malta, with special attention to how sociolinguistic developments shaped its history through contacts with Italy. I also refer briefly to the Maltese language, as its structure and composition are the result of contact with Sicilian and Italian, among other languages. I then turn to the present situation by focussing on the recent increase of Italian nationals who reside in Malta. Social, cultural and linguistic reflections regarding Italians in Malta today will made by providing quantitative and qualitative empirical data. 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/146474 Title: Exploring the acquisition of tense and aspect by adult foreign learners of Maltese Authors: Camilleri Grima, Antoinette Abstract: This article describes an initial analysis of the acquisition of Maltese as a foreign language by adult learners. It specifically looks at four verbal tense and aspect forms. Three intermediate-to-advanced level learners were asked to carry out a set of tasks, and the resulting data was compared to that produced by three adult native speakers of Maltese. The main finding was that on production tasks (unanalysed knowledge) the most commonly used tense/aspect by foreign learners is the ‘imperfett’ (unrestricted habitual aspect) which native speakers (NSs) use only half as much as the foreign learners (NNSs). On the other hand, native speakers use the ‘perfett’ (past tense) twice as much as the foreign users of Maltese. Another interesting finding is that on tasks that require analysed knowledge the main difference between NSs and NNSs was that the NNSs had greater difficulty with the progressive and the restricted habitual, but did not show significant variability with regard to the ‘perfett’ and ‘imperfett’. Thus, the results indicate that (i) there is a difference in the performance of NNSs in quantity rather than quality with regard to the ‘perfett’ and ‘imperfett’; and (ii) that on tasks requiring analysed knowledge NNSs have difficulty with regard to the progressive and restricted habitual forms. 2025-01-01T00:00:00Z