A change in the language policy for school Geography: breaking barriers or creating new ones?

Abstract

Geography as a core entitlement subject in senior schools, is one of three components that make up the umbrella subject Environmental Studies. The other two subjects are History and Social Studies. In 1999, the National Minimum Curriculum recommended that the language of instruction for a number of subjects, including Social Studies and History would be Maltese. This created an anomaly for the umbrella subject ‘Environmental Studies’ since the language of instruction of two of its components is Maltese whereas Geography was being taught in English. Logistics issues related to examination purposes raised the question whether Geography should be taught in Maltese. In 2012 there was a general shift to use Maltese as the language of instruction for Geography in State Schools. This change in policy took place in a period when the number of ‘non-Maltese learners’ in classes was on the increase, with the risk of creating an education barrier to them. This possibility was researched through a multi-method approach among teachers of geography in state schools. The pragmatic method includes a survey among 89 percent of geography teachers, interviews with 40 percent of the teachers and 2 focus group discussions. Geography teachers have different positions on the ‘language issue’. Some teachers feel that teaching geography in Maltese is a sign of disregard towards non-Maltese learners, whereas others feel that shifting to Maltese as the language of instruction is facilitating those who find English more demanding. The teachers’ position reflects the context in which they operate. Irrespective of their standpoint, the teachers’ main concern is how this change in policy may in some circumstances create, rather than eliminate education barriers. The participating teachers feel that the lack of flexibility determined by a centralised system undermines their professionalism and the students’ educational paths.