Curriculum development in the language areas of the primary school : 1838-1934

Abstract

The National Minimum Curriculum considers the study of Maltese and English in the Primary sector to be of utmost importance to children's educational progress. Nonetheless, the curriculum as it is today reflects long years back of educational reforms, policies, implementation of systems of instruction, revision of school timetables and syllabus, as well as constitutional amendments. This was the result of the conflicting views that there have always been in language teaching in the Primary school, given the local circumstances. Our study is set in a historical framework and is based on a critical examination of both primary and secondary sources. Pullicino's reports and revised timetables indicate that the objective of teaching two languages, Maltese and English, was quite difficult to accomplish since Italian was the main language used in local schools. Savona, who was the successor of Pullicino, promoted both the teaching of Maltese and English. In fact, this resulted in longer Maltese and English reading sessions and additions to the content taught in Primary schools. By the early twentieth century, the language question had become a sensitive issue. As a result, the 'pari passu' system of instruction was established. Since this instructional technique was ineffective in elementary schools, it was later replaced by the 'free choice' policy which was politicised. After whole decades of educational reforms in the language teaching, in the early 1930's an agreement was reached which settled the issue and proceeded towards bilingual teaching of Maltese and English.