Pedagogical Practices and Language Attitudes in the Teaching of Maltese as a Minority Language

Abstract Book of the 11th International Conference on Research in Education

Year: 2026

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Pedagogical Practices and Language Attitudes in the Teaching of Maltese as a Minority Language

Dr. Jacqueline Żammit

ABSTRACT:

Maltese, the national language of Malta and the only Semitic language written in the Latin script within the European Union, holds a distinctive position as a minority language in an increasingly multilingual and English-dominant educational landscape. Although Maltese is an official language and a central marker of national identity, its role in education faces ongoing challenges related to bilingualism, learner motivation, and shifting language attitudes. This study investigates how Maltese is taught and perceived within formal educational settings, with particular attention to pedagogical practices and teacher perspectives. The research adopts a qualitative-dominant design, drawing on semi-structured interviews with 23 Maltese language teachers. To complement the teacher data, a small-scale student component was included through questionnaires administered to 63 learners in Secondary school classes, focusing on language use, motivation, and attitudes toward Maltese in comparison with other languages. The findings suggest that while Maltese retains symbolic and cultural importance, its instructional space is shaped by competition with English and frequent classroom code-switching. Teachers employ adaptive strategies such as communicative methodologies, culturally grounded materials, and selective use of digital tools to enhance engagement and language relevance. The study highlights tensions between policy expectations and classroom realities, particularly in multilingual contexts. By exploring Maltese as a minority language within education, this study contributes to broader discussions in foreign language teaching, teacher education, and minority language maintenance. The findings offer transferable insights for educators and policymakers working in comparable multilingual and minority language settings.

Keywords: Multilingual Education; Learner Motivation; Curriculum Policy; Code-Switching; Bilingualism