Bilingual Classrooms in Malta: Teaching Mathematics Content and Language

Abstract

M altese classrooms are an interesting example of how two official languages are blended in educational settings. The interweaving of the languages makes it diffi-Éducation et Sociétés Plurilingues n° 42 -juin 2017 Marie Thérèse FARRUGIAA Malta l'aula scolastica è un esempio interessante del modo in cui due lingue ufficiali si possano fondere in un contesto educativo. L'intrecciarsi delle lingue fa sì che sia difficile collocare la pratica in uno dei modelli ben noti di educazione bilingue come l'immersione e CLIL (in francese EMILE, Enseignement d'une Matière par l'Intégration d'une Langue Étrangère o DNL, Disciplines Non-Linguistiques). Il contesto maltese è invece un'occasione preziosa per esplorare il processo di "translanguaging" e quest'articolo è incentrato sull'uso del maltese e dell'inglese nell'insegnamento e nell'apprendimento della matematica. Fra l'altro adottare il punto di vista secondo il quale l'apprendimento della matematica implica l'apprendimento del discorso della disciplina permette di mostrare come le pratiche pedagogiche in classe possano aver come obiettivo più esplicitamente il linguaggio matematico. La mia idea è che, così facendo, si possa puntare allo stesso tempo alla forma ed al contenuto.Parole chiave: educazione bilingue, maltese, inglese, translanguaging, educazione matematica, contenuto e lingua A Malte, la salle de classe est un exemple intéressant de la manière dont deux langues officielles se fondent dans un contexte éducatif. L'entrelacement des langues fait qu'il est difficile de caser la pratique dans un des modèles bien connus d'éducation bilingue tels que l'immersion et CLIL (en français EMILE, Enseignement d'une Matière par l'Intégration d'une Langue Étrangère ou DNL, Disciplines Non-Linguistiques). Par contre, le contexte maltais est une précieuse occasion d'explorer le processus de "translanguaging" et cet article est centré sur l'usage du maltais et de l'anglais dans l'enseignement et l'apprentissage des mathématiques. Par ailleurs, adopter le point de vue que l'apprentissage des mathématiques implique l'apprentissage du discours de la discipline, permet de montrer comment les pratiques dans la classe peuvent viser plus explicitement le langage mathématique. Mon idée est que, ce faisant, on peut cibler tout à la fois le contenu et la langue.

The development of Maltese English

“…Such features are widely found in Maltese English and can also be seen in the context of the widely noted code‐switching (Camilleri Grima, 2013, 2021; Ellul, 1978; Fabri, 2011; Farrugia, 2017). While code‐switching is widely reported, there is a dearth of empirical studies that may clarify theoretical stances for this feature in Maltese English.…”

“…Both examples above would be considered typical in Maltese, with similar examples happening for English as the main language, such as this example from classroom data in Farrugia (2017), where the teacher is asking class questions and working alternately in English and in Maltese: Which coin has the smallest value? X'qed nistaqsikom ?‘Which coin has the smallest value?…”

“…Current national policy documents for the earliest form of education in childcare contexts, for example, hold that carers will provide a ‘language‐rich environment that supports children's bilingual development in both Maltese and English’ (MFED, 2021). This emphasis on bilingualism in education continues throughout primary, secondary and higher education institutions across all subjects, and although not without its issues (Caruana et al., 2019; Farrugia, 2017), the policy serves to underline a preference for widespread bilingualism as noted above. In practice, the majority of textbooks across a variety of subjects (excluding subjects such as local history and religious education) are in English, while classes tend to be conducted in both English and Maltese and/or Maltese dialects, depending on the context (Camilleri Grima, 2013; Farrugia, 2017).…”

“…This emphasis on bilingualism in education continues throughout primary, secondary and higher education institutions across all subjects, and although not without its issues (Caruana et al., 2019; Farrugia, 2017), the policy serves to underline a preference for widespread bilingualism as noted above. In practice, the majority of textbooks across a variety of subjects (excluding subjects such as local history and religious education) are in English, while classes tend to be conducted in both English and Maltese and/or Maltese dialects, depending on the context (Camilleri Grima, 2013; Farrugia, 2017). Camilleri Grima (2013) notes that playing to the strengths afforded by a bilingual education would be a good way forward, asserting that ‘Drawing on all the linguistic resources that one has should be appreciated as a capital’ (p. 566).…”

Engaging in the Discourse of Fractions in a Bilingual Maltese Classroom

“…Maltese is linguistically described as a "mixed" language, having developed over the centuries as a result of contact with the languages of various colonizers, namely Arabic, Sicilian, Italian, and English (Camilleri Grima, 2018). While the oral form of the developing language was used since its early days, the written form of Maltese can be traced through the following uses: an occasional reference in legal or administrative documents in the 13th century; as a literary medium promoted by the population throughout the 19th century (Brincat, 2006); as an official language as of 1934; as the national language of a newly independent state as of 1964; and as an official language of the European Union as of 2004. However, because of the long period of British colonization, the English language continues to hold an important place in contemporary Maltese society and is also an official language of the country.…”