https://www.um.edu.mt/library/oar/handle/123456789/1711 Fri, 13 Nov 2026 09:26:18 GMT 2026-11-13T09:26:18Z https://www.um.edu.mt/library/oar/handle/123456789/150855 Title: The implementation of the pull-out method for language learning for migrant students : Maltese primary school teachers’ perspectives Abstract: This research examines how the pull-out method is applied for language education among migrant learners in Maltese primary schools, emphasising teachers' viewpoints, classroom activities, and recognised difficulties. The growing linguistic diversity in Maltese schools has intensified the demand for effective language assistance strategies. Utilising a qualitative, interpretivist method, the research examines the lived experiences of teachers via semi-structured interviews with eight primary school teachers who have firsthand experience teaching migrant students who attend pull-out programmes for language learning. The results show that educators possess intricate and frequently mixed feelings regarding the pull-out strategy. Although it is generally regarded as advantageous for offering personalised assistance, particularly for new students, it is also regarded as limited in promoting sustained language growth and full inclusion. Educators recognised major benefits including enhanced student confidence, targeted teaching, and chances for support. Nonetheless, worries were expressed about overlooked classroom material, decreased peer engagement, shortened session duration, and inadequate collaboration between regular and support educators. A key concept that arises from the research is the conflict between inclusion and withdrawal, indicating that the pullout approach can both aid and obstruct inclusion. Teachers consequently take a practical approach, understanding the method as just one component of a larger support framework instead of a total answer. The research emphasises the significance of collaboration, teacher autonomy, and professional growth in enhancing practice. Overall, this study adds to the scarce local literature in this field and highlights the need for more cohesive and adaptable strategies for aiding migrant students. Description: MTL(Melit.) Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/150855 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/150854 Title: Queer(ing) drama texts found in the English literature MATSEC syllabus Abstract: In 2025, Malta topped the European gay rights index for the tenth year in a row, marking the success of Malta’s efforts to implement more progressive legislation since the 2014 divorce referendum. Despite these advances, research suggests that many LGBTQ+ students still feel unsafe in educational environments and often lack access to practices that affirm their wellbeing and academic success. While Maltese educational institutions have several policy documents and specific curricula that aim to address this gap, the potential of the English literature classroom to contribute to these aims remains underexplored. This study investigates how the drama texts prescribed in the 2027 MATSEC English literature syllabus can support inclusive pedagogical practices informed by queer theory in Maltese secondary schools. Broadly adopted in literary studies, queer theory challenges normative assumptions about gender and sexuality and encourages alternative interpretations of familiar texts. As Ryan and Hermann-Wilmarth note, it offers “a set of analytical tools” that can help classroom communities develop new readings and perspectives. Using a mixed-methods approach that combines textual analysis and integrative literature reviews, this study examines both the selected drama texts and their pedagogical implications. The findings conclude that the MATSEC 2027 drama texts can support queer analysis, and can be applied in the English literature classroom in Malta, which could enrich both literary study and students’ understanding of the world around them, while having a positive impact on school culture and the future trajectory of all alumni. Description: MTL(Melit.) Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/150854 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/150852 Title: Mélodies et mots : le rôle des chansons authentiques dans l’apprentissage du français langue étrangère Abstract: Ce projet de thèse explore le potentiel pédagogique des chansons authentiques dans l’enseignement et l’apprentissage du français langue étrangère (FLE) dans le contexte iii scolaire maltais. Conçu pour des apprenants de Year 9 de niveau A1/A2, ce projet répond au besoin de ressources motivantes, accessibles et porteuses de sens, capables de soutenir le développement linguistique tout en favorisant l’autonomie, la créativité, la collaboration et l’ouverture interculturelle. Plutôt que de considérer les chansons comme de simples supports ludiques ou complémentaires, cette étude les place au cœur de l’apprentissage en tant que documents authentiques riches et exploitables. Le cadre théorique examine d’abord la place des documents authentiques dans les approches communicative et actionnelle, avant de s’intéresser plus précisément aux apports des chansons en classe de FLE. Grâce à leur rythme, leur répétition, leur mélodie et leur dimension émotionnelle, les chansons peuvent faciliter la mémorisation du lexique, améliorer la prononciation et renforcer la motivation des apprenants. Ce travail soutient également que les chansons authentiques peuvent être utilisées dès les niveaux débutants, à condition d’être soigneusement sélectionnées et accompagnées d’un étayage pédagogique adapté. Sur le plan méthodologique, ce mémoire adopte une démarche de recherche par projet. Il propose la conception d’une banque de ressources pédagogiques alignées avec le programme de français de septième à Malte. Ces ressources comprennent des guidages pour l’enseignant, des présentations de classe et des livrets d’activités pour les élèves. Les chansons sélectionnées abordent des thèmes tels que l’image de soi, les vacances, les tâches ménagères, l’environnement, les invitations, les voyages et les réseaux sociaux parmi d’autres. Le projet montre comment les chansons peuvent développer les quatre compétences langagières à travers des activités progressives allant de l’anticipation et de la compréhension à l’interaction orale, à la production écrite et à des tâches créatives. Il met également en évidence leur intérêt pour l’enseignement inductif du lexique et de la grammaire. Description: MTL(Melit.) Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/150852 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/150851 Title: Safeguarding in the game of football : the perception of physical educators Abstract: Safeguarding has become an increasingly important concern within educational and sporting environments, particularly following growing awareness surrounding abuse, bullying, exploitation and welfare failures involving young athletes and children (Mountjoy et al., 2016; Rhind & Owusu-Sekyere, 2020). While safeguarding within education is generally supported through formal structures and reporting systems, safeguarding in football, particularly at the grassroots level, often remains inconsistent and dependent on individual coaches and organisational culture (Lang & Hartill, 2015; Monk, 2023). Within Malta, safeguarding challenges are further influenced by closeknit sporting communities and limited formal governance structures (Muscat & Chroni, 2026). This study aims to explore the safeguarding perceptions and practices of Physical Education (PE) teachers who also coach football within Malta. Adopting an interpretivist qualitative approach, semi-structured interviews were conducted with eight dual-role professionals and analysed using Braun and Clarke’s Reflexive Thematic Analysis (Braun et al., 2019). The findings revealed that participants viewed safeguarding as a holistic and relational responsibility involving emotional wellbeing, inclusion, communication, and behavioural awareness. However, football environments were frequently described as informal, inconsistent and overly reliant on individual judgement when compared to school settings. Themes related to governance gaps, cultural pressures, and training deficiencies emerged consistently throughout the analysis. The study concludes by proposing a safeguarding governance framework centred on independent regional safeguarding officers to strengthen accountability, reporting mechanisms, and safeguarding implementation within Maltese football. Description: MTL(Melit.) Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/150851 2026-01-01T00:00:00Z