Lost in translation : understanding teachers’ perceptions of language and communication difficulties experienced by non-Maltese speaking students in the classroom

Abstract

Maltese primary schools are experiencing a growing presence of non-Maltese speaking students, presenting unique challenges for educators in multilingual and multicultural classrooms. This study explores primary school teachers' perspectives on language barriers, student engagement, and inclusion of non-Maltese speaking students within Maltese state schools. Six teachers with experience working with at least one to three non-Maltese speaking students participated in semi-structured interviews. Data was analysed through reflexive thematic analysis, generating six key themes. Firstly, teachers identified significant language barriers and communication difficulties, requiring foundational language instruction and frequent code-switching. Secondly, student engagement, motivation, and social inclusion were shaped by linguistic competence, personality traits, and cultural or trauma-related factors. Thirdly, participants reflected on the role and limitations of the Migrant Learners’ Unit (MLU), particularly concerning student reintegration and systemic inefficiencies. The fourth theme focused on the emotional and practical challenges faced by teachers, including inadequate training and limited access to resources. Fifth, teachers shared strategies for promoting cultural and academic inclusion, such as multimodal teaching, peer collaboration, and integrating students’ native languages. Finally, institutional gaps were identified, with participants calling for improved inter-service collaboration, enhanced teacher preparation, and the development of a multicultural framework promoting equity and inclusion. This study offers valuable insights into the lived experiences of teachers navigating linguistic diversity in Malta and highlights key implications for policy, educational practice, and future research.