Unveiling post-colonial perspectives : primary educators' insights on teaching English in multilingual Malta

Abstract

Situated in the Mediterranean, the island of Malta boasts a rich history marked by foreign occupation and British colonisation. This colonial legacy has played a significant role in shaping both its bilingual identity and education system. Recent demographic changes have brought about rapid and unprecedented shifts, where one fifth of Malta’s population and over a quarter of Malta’s workforce are currently made up of foreign nationals. This is transforming the country's linguistic landscape from bilingual to multilingual. Schools reflect the rich tapestry of society where our classrooms are becoming increasingly diverse in terms of language and culture. This paper briefly examines the history of English language teaching in Malta and subsequently explores how Maltese primary school educators perceive and approach the teaching of English within bilingual and multilingual settings. It also investigates teachers' perceptions of the current level of English proficiency among students, examining proposed solutions for enhancing students' language competence. Moreover, it delves into how Maltese teachers naturally employ cross-linguistic strategies in their English language lessons to accommodate the needs of all students in their classrooms. Additionally, this paper examines the evolving pedagogies necessitated by Malta's shift from bilingualism to multilingualism, providing guidelines aiming to promote inclusion and social justice for every student. This study offers valuable perspectives into the challenges encountered by educators and children on the island, which resonate on a global scale. It also offers insights into English language teaching in bilingual and multilingual societies, encompassing both English as a second language and English as a foreign language contexts.