An insight into English creative writing lessons in two Maltese Year 5 primary classrooms

Abstract

This study aims to find out how two Year 5 primary teachers are implementing English creative writing in Maltese classrooms and whether they are using the process approach to writing as one of their teaching methodologies. Three research tools were employed in this study. Structured interviews were conducted with two participating Year 5 primary teachers. Subsequently, three non-participant classroom observations were conducted in each class. In addition, copies of the children’s work were collected throughout the different stages of writing. The participating teachers’ teaching methods were compared and contrasted with the three major theoretical frameworks to teaching writing; the product approach, the process approach and the genre approach. The teachers differed significantly in the way they carried out English creative writing lessons and it was found that some teachers are still using a product approach to teaching writing. It was also evident that when a process approach to writing is implemented, creativity flourishes. However, due to the study’s limitations, the results cannot be generalised. Notwithstanding, recommendations about implementing creative writing lessons were suggested to educators.