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dc.contributor.authorCaruana, Sandro-
dc.contributor.authorScaglione, Stefania-
dc.contributor.authorGauci, Phyllisienne-
dc.identifier.citationCaruana, S., Vassallo Gauci, P., & Scaglione, S. (2019). Multilingualism and the inclusion of migrant learners in Maltese schools. In C. Bezzina & S. Caruana (Eds.), Teacher Education Matters: transforming lives ... transforming schools. Faculty of Education, 1978-2018 (pp. 330-343). University of Malta.en_GB
dc.description.abstractIn Malta, as in many other southern European countries, school populations have become much more multi-ethnic and multilingual due to the migratory fluxes of recent years. The presence of migrant learners requires inclusive didactic measures and linguistic policies which can facilitate integration and ensure that the educational set-up enhances personal experiences, to the benefit of all learners. In this study, we focus on Maltese schools while briefly referring to cases found in other countries in Southern Europe, especially those that participate in an EU Project entitled MERIDIUM. The increasing number of migrant learners has stimulated local educators and the educational authorities to improve the regulatory framework of the integration policies in favour of migrant pupils and their families. However, schools need more practical and useful measures in order to better understand this phenomenon and its advantages as well as to improve professional skills of the administrative and teaching staff, and the relationships that these could create with migrant learners, parents and communities.en_GB
dc.publisherUniversity of Maltaen_GB
dc.subjectMultilingualism -- Maltaen_GB
dc.subjectLanguage and culture -- Maltaen_GB
dc.subjectMigrant learnersen_GB
dc.subjectLanguage acquisitionen_GB
dc.subjectLanguage and languages -- Study and teaching -- Maltaen_GB
dc.titleMultilingualism and the inclusion of migrant learners in Maltese schoolsen_GB
dc.title.alternativeTeacher Education Matters: transforming lives ... transforming schools. Faculty of Education, 1978-2018en_GB
dc.rights.holderThe copyright of this work belongs to the author(s)/publisher. The rights of this work are as defined by the appropriate Copyright Legislation or as modified by any successive legislation. Users may access this work and can make use of the information contained in accordance with the Copyright Legislation provided that the author must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the prior permission of the copyright holder.en_GB
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Scholarly Works - FacEduLHE

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