Exposure to language : its role in exams

Abstract

A total of fifty-six Mathematics and English Language lessons, conducted in four 6 A classes were observed. The Maltese words in the 'Mixed Maltese English' variety used by the teachers were recorded, counted and converted into time. The data describing the exposure to spoken language was crosstabulated with the Mathematics and English Language Junior Lyceum Exam Results. Brief notes about language events were taken during the time in which no overt communication was present. The notes were then supplemented by fuller accounts. Information was gathered about other variables that expose children to English outside school. This was done by administering a questionnaire and is intended to provide the reader with background information about a sample of the children in the study. A moderate positive relationship between results and language use has been established for Maths. Some children who were exposed to more English, obtained better grades in the English language exam. The value of the statistical measure is slightly higher than that in Maths, but it still falls under the 'moderate positive relationship' category on the scale of correlation. Far too many other variables, such as intelligence, creativity and sociocultural factors play a role in determining achievement in exams. Moreover, the statistical results suggest that there is a substantial positive relationship between the children's performance in the mathematics exam and their performance in the English language exam. The research findings also highlight 'how, and attempts to find reasons 'why' code switching is adopted.