The teacher’s perspective on the influence of induction courses on the children’s ‘learning community’

Abstract

Maltese schools are becoming increasingly diverse, however, this diversity does not automatically translate to an intercultural environment. As migrant students enter the Maltese educational system, they are first admitted to an Induction Course before entering a mainstream classroom. This study takes on the teachers’ perspective of how these courses have facilitated the migrant student’s integration. It also analyses how these courses have in turn affected the mainstream classroom as a Learning Community. Through semi-structured interviews with Heads of Schools and teachers coming from schools with a high migrant population, this study investigates the integration of migrant students on different levels. The results obtained from the study indicate that even though Induction courses prove to be beneficial for language acquisition, they can also pose a barrier to cultural and social inclusion. Schools are a powerful tool that need to be used for integration as they are found at the centre of society. A better form of induction can therefore be implemented in order to cater for a more holistic learner-centred approach towards cultural inclusion.