https://www.um.edu.mt/library/oar/handle/123456789/18558 Wed, 26 Aug 2026 12:58:43 GMT 2026-08-26T12:58:43Z https://www.um.edu.mt/library/oar/handle/123456789/148682 Title: Linguistic diversity and pedagogical practices in early childhood and primary education : a systematic review of the literature Authors: Camilleri, Rosienne; Bonello, Charmaine; Milton, Josephine; Deguara, Josephine; Muscat, Tania Abstract: This article presents a systematic review of recent literature on classroom pedagogy adopted in early and primary education to address linguistic diversity in early childhood and primary education. The study aims to answer the research question: ‘What does the literature say about current pedagogical practices and trends in addressing multilingualism in early and primary education?’ The review synthesizes evidence from a period of five years (2019–2024), utilising keywords such as “multilingualism,” “classroom pedagogy,” and “early and primary education.” From an initial screening of 806 studies, a total of 46 studies focusing on pedagogical practices in early childhood and primary education were included in this review. Findings highlight a shift towards multilingual pedagogies that recognise and build on learners’ linguistic and cultural strengths, particularly through translanguaging, multilingual and multimodal scaffolding, culturally responsive teaching, and practices that promote student agency, identity, and well-being. Emerging trends emphasise flexible use of learners’ full linguistic repertoires, digital and multimodal learning, and more formative and inclusive approaches to assessment, while highlighting the need for sustained teacher professional development and systemic changes to curriculum, assessment, and language policy to move beyond persistent monolingual norms. These findings have practical and policy implications, highlighting the need to strengthen teacher professional learning and develop curriculum, assessment, and language policies that embed multilingualism as a resource for learning. This synthesis contributes to a deeper understanding of how educational systems can adapt to and embrace linguistic diversity, ultimately improving educational outcomes for early and primary school-aged learners. Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/148682 2026-01-01T00:00:00Z 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. Sat, 01 Feb 2025 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/148463 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. Wed, 01 Jan 2025 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/148462 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. Wed, 01 Jan 2025 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/148449 2025-01-01T00:00:00Z