Learning Maltese for work and professional integration in Malta

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.