[lg policy] Malta: Bilingual education, raising false alarms

[Harold Schiffman]

Bilingual education, raising false alarms

We write to clarify the situation about the prevailing policy of bilingual
education in Maltese schools. This is in full recognition of the official
and de facto bilingualism of Malta, and its culture and history.

The bilingual education policy of Malta is outlined clearly in the National
Literacy Strategy for All in Malta and Gozo (2014). This strategy has as
its main objective a policy of bilingualism and bi-literacy in Maltese and
English. Like the National Curriculum Framework for All (2012), it promotes
an early bilingual start for Maltese children and recommends a methodology
where Maltese and English continue to be used as a medium in the teaching
and learning of non-language content.

One of the essential elements of a bilingual country is the ability of its
people to switch easily between languages. This capability is valuable
because it allows people in Malta, wherever possible, access to both
Maltese and English and other languages.

In order to develop dual literacy skills, where learners can switch freely
between the Maltese and English languages, learners need to be provided
with specific learning opportunities that will help to ensure proficiency
in both languages. They should also have access to learning materials in
both languages to engage in meaningful tasks and within a range of
subject-specific contexts as appropriate.
The report by Cambridge English does not make any recommendations for Malta
to change its policy of bilingual education

The current policy and practice in Maltese schools promote bilingualism.
This is reflected in the Language Education Policy Profile for Malta (2015)
issued by the Council of Europe and which reported on what was observed in
our schools and from discussions with teachers and school leaders. The
Profile recognises that the sociolinguistic context of Malta is indeed a
complex one and that:

“Malta has in practice adopted the immersion pedagogical method. The
characteristics of this approach can be summarised as follows: beginning
bilingual education at an early age and continuing over time, using two
languages to learn subject content and ensuring the contribution of
bilingual education to the development of not only language but also
cognitive competences.”

A bilingual education policy for the early years has been drawn up. Similar
bilingual education policies will follow for the primary and secondary
school years. The learning outcomes framework plays an important role in
this strategy.

The language skills, as well as literature for Maltese and English, are
given importance. There will be further professional development
opportunities for teachers. Experienced teachers of English are being
trained in order to train other teachers at both primary and secondary
levels to be able to implement effective methodologies in the teaching,
learning and assessment of English.

The report by Cambridge English does not make any recommendations for Malta
to change its policy of bilingual education to one of teaching English as a
foreign language. In fact it endorses the positive outcomes of Malta’s
bilingual education policy.

It recognises the highly positive attitudes towards English, best practices
in the teaching of English in schools and across sectors which are to be
shared, and the need for more personalised professional development
opportunities for teachers.

Any claims about adopting a policy of teaching English as a foreign
language are indeed a false alarm. English will continue to have a clear
and specific status, alongside Maltese.

We recognise fully the importance of maintaining high levels of English
language proficiency for continued economic success, access to higher
education and employment abroad, the TEFL industry and for fields like
tourism, science, technology and innovation.

The ministry will continue to discuss with the stake-holders and to
implement the necessary actions.

*Charles Mifsud is chairperson, Language Policy in Education Committee and
Evarist Bartolo is Minister for Education and Employment.*
http://www.timesofmalta.com/articles/view/20160604/opinion/Bilingual-education-raising-false-alarms.614228

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