<div dir="ltr"><h1>Malta’s secret weapon</h1>
<h2><p>The community has an important role to play in the promotion
of bilingualism as the home and early years settings are influenced by
what happens within it</p></h2>
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<div class="">Evarist Bartolo </div> <div class="">11 November 2015, 7:23am</div>
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Malta has a long-standing bilingualism. Many have wondered
about how we do it. We cannot take things for granted. We need to ensure
that we have a clear strategy to sustain our nation’s ability to
communicate in many languages. A key ingredient in our success has been
our ability to create the right environment for young children to
acquire and learn languages from early on.
<br><br>
With the above in mind, earlier on this year we conducted a
diagnostic process of our current language education situation in
conjunction with the Council of Europe. This has instigated a number of
initiatives to consolidate our position, starting from the early years.
We have issued a consultation document to strengthen the measures taken
in the crucial early years.
<br><br>
The policy promotes the bilingual development in Maltese and
English of young children (0-7 years), in Malta and Gozo. It stems from
The National Curriculum Framework (2012) and the National Literacy
Strategy for All in Malta and Gozo (2014) and is intended to provide
national guidelines for bilingual education. Within this framework
schools are to be supported to develop their own language policies to
meet the specific needs of their students.
<br><br>
The policy strives to provide learners with opportunities to
develop positive attitudes towards Maltese, English and other languages
and competences in Maltese and English in different settings. The
policy offers direction in the promotion of bilingualism to early years
educators; curriculum developers; managers of early years education
settings; early childhood teacher educators; continuous professional
development providers; and parents and caregivers.
<br><br>
<br><br>
The home environment
<br><br>
The role of parents is vital. A child’s first language,
culture and personal identity are inextricably linked. The role of
parents and significant others is central to the child’s language
learning. They serve as models for the child’s use of language and
attitudes towards bilingualism. Parents and significant others are to
foster positive attitudes towards Maltese, English, and other languages;
engage in meaningful dialogue with children; give priority to the home
languages; expose children to Maltese and English consistently; and
support school language education policies and practices.
<br><br>
<br><br>
Early years education
<br><br>
Early years educators are to be supported to provide an
enriching and an engaging environment that supports and extends language
learning opportunities. They should be fluent in Maltese and English
and act as models for age-appropriate language use. Bilingual exposure
may involve tandems of staff using language based on the
one-person-one-language principle. Early years educators are to convey
positive attitudes towards the use of both languages, and to reinforce
the children’s self-esteem as bilingual learners.
<br><br>
The language practices of young children and their families
are characterised by an array of digital technologies. Technology offers
the possibility for children to participate in a rich and dynamic
learning context. The tablets project will be framed within these
educational objectives.
<br><br>
<br><br>
Managers of early years education settings
<br><br>
Early years education settings are bridges between families
and the community. They should provide children with care and
appropriate learning and language opportunities. Language education in
the early years should be integrated into contexts in which the language
is meaningful and useful.
<br><br>
<br><br>
Early childhood teacher educators
<br><br>
The engagement of effective early childhood educators who
are fluent in the languages spoken in a community is critical. Teacher
education programmes should ensure that prospective educators are
equipped with appropriate language competences, knowledge and skills to
deliver a programme that is developmentally appropriate for young
children. Early years educators should also have opportunities for
continuous professional development in both their own language awareness
and methodologies that promote bilingualism.
<br><br>
We need to continuously examine our situation. A study of
the existing practices in bilingual education in the early years in
Malta should serve as an impetus for improving policy and practice and
the continuing professional development of those involved in early years
teacher education.
<br><br>
The community has an important role to play in the promotion
of bilingualism as the home and early years settings are influenced by
what happens within it. Awareness raising campaigns on the importance of
bilingualism in Malta should be promoted to ensure that positive
attitudes towards Maltese and English are to be held in the broader
community.
<br><br>
Children are also in contact with language and literacy
through technology and the media. The broadcasting media may create
further awareness of the importance of both languages and assure the
maintenance of adequate levels of quality in both Maltese and English in
their programmes. In this way, the links between the family,
educational settings and the broader community may be maintained.
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