Exploring primary school teachers' experiences and beliefs about language use in an independent school in Malta

Abstract

This study investigates the beliefs and instructional practices of primary teachers in an independent school, focusing on the way language is used in the classroom. The research explores whether these teachers align their stated beliefs with policies on a national level, as well as a school level. In addition, teachers’ social backgrounds and personal experiences with language use are also accounted as being influential dynamics. Semi-structured interviews were conducted to collect the raw data which provided insight as to how mindful participants were about language strategies and policies, and which strategies were deemed to be the most effective. Whilst the results indicate that participants find translanguaging and code-switching to be the most effective approach, this however does not necessarily infer that it is the most beneficial method employed for teaching and learning. Additionally, findings also highlight the necessity in maintaining continuous professional development and literacy support services. This study underscores the need for additional teacher training, focusing solely on language use in the classroom and effective strategies for primary school bilingual learners in this day and age. Moreover, the study emphasises the critical role of school leadership and teacher initiative to foster teaching effectiveness and gain insights into instructional practices and modern pedagogical techniques which can be used in the classroom.