https://www.um.edu.mt/library/oar/handle/123456789/18580 Wed, 26 Aug 2026 21:45:26 GMT 2026-08-26T21:45:26Z https://www.um.edu.mt/library/oar/handle/123456789/148488 Title: Applying the artificial intelligence muse : secondary school teachers’ innovative approaches in Maltese language teaching and learning Authors: Żammit, Jacqueline Abstract: As artificial intelligence (AI) continues to transform education, its application in language learning offers new opportunities for personalised, adaptive and engaging instruction. This study investigates the use of generative AI in Maltese language teaching among 47 secondary school teachers working with students aged 13–16 in Malta. This study, informed by sociocultural theory and constructivist learning principles, found that generative AI fostered student engagement and supported emotional and cognitive development. The teachers reported that AI-driven personalised feedback improved students’ Maltese language proficiency by providing immediate, targeted corrections. AI-generated resources, including interactive storytelling and contextual language activities, also increased learners’ motivation and participation. Furthermore, educators highlighted AI’s capacity to identify individual learning needs, enabling differentiated instruction across varying proficiency levels. The findings demonstrate the potential of generative AI to strengthen Maltese language teaching and provide practical insights for promoting more effective, inclusive and engaging language learning experiences. Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/148488 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/148381 Title: Inclusion in Linguistics [Book review] Authors: Żammit, Jacqueline Abstract: This book review examines "Inclusion in Linguistics" (Charity Hudley, Mallinson, & Bucholtz, 2024), a landmark volume that advocates for a more inclusive and socially just discipline of linguistics. The review highlights the book's central themes, including intersectionality, equity, representation, and the dismantling of systemic barriers within linguistic research, teaching, and institutional practice. It discusses the editors' emphasis on practical strategies for fostering inclusion while acknowledging the challenges of implementing such approaches across diverse academic contexts. Particular attention is given to the volume's relevance for applied linguistics, where its recommendations have significant implications for pedagogy, community engagement, and socially responsive research. The review argues that "Inclusion in Linguistics" makes a substantial contribution to contemporary linguistic scholarship by providing both a critical framework and actionable guidance for advancing diversity, equity, and inclusion within the discipline. Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/148381 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/148139 Title: Fuq fomm kulħadd : il-ħames serje (programmi 101 – 125) 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. Wed, 01 Jan 2025 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/148139 2025-01-01T00:00:00Z 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. Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/148112 2026-01-01T00:00:00Z