English language classes and exams could become similar to those used when teaching foreign students, in line with suggestions by Cambridge University.
In a detailed study of Maltese students’ English language proficiency, Cambridge University experts have recommended a series of teaching changes, including increased focus on pair work and task-based learning, the same methods used in schools teaching English as a foreign language.
The review, commissioned by the Education Ministry, assessed Maltese students aged nine and 14 on their command of the language as “non-native speakers”.
It found that, overall, Maltese youths had a good level of language proficiency but highlighted particular gaps in their abilities, the way they were being taught and the assessment models used in exams.
“There might be some controversy over us having chosen a model which assesses Maltese youths as speaking English as a secondary rather than a primary language. However, this was the only model that could give us a real picture of students’ proficiency across a number of areas of ability,” Ian Mifsud, from the Directorate for Quality and Standards, said.
The idea being that we eventually roll this out for all languages, including English exams
A life-long educator, Mr Mifsud told the Times of Malta that the Education Directorate was already reviewing the way English was taught and assessed.
Teacher trainers were being prepared to brief educators on new methods to be used in the classroom. The big changes, however, might come in the way exams are structured and papers marked.
The Cambridge English Language Assessment splits language proficiency into students’ ability to read, write, speak and listen in English, the same four criteria used in EFL (English as a foreign language) courses and a model the authorities feel gives a clearer picture of students’ abilities.
“Trying to assess students’ abilities based on the current examination process is difficult if not, at times, impossible. We are looking at moving much closer towards assessment of proficiency based on this models,” Mr Mifsud said.
He said that about 70 per cent of English O level exams were based on writing and reading tasks. This meant that students’ overall ability to use the language, in areas such as speaking, was not clear. Breaking their ability down into separate areas would allow the authorities to better identify weaknesses and focus efforts to improve this.
The possibility of a review of English language teaching in primary and secondary schools has been raised before. In 2014, Education Minister Evarist Bartolo had said the EFL model was being looked at due to “falling standards”.
The wheels for a new system to be introduced, however, have already been set in motion, as Mr Mifsud pointed out that this was the second year of a pilot project targeting secondary school students.
Those who studied Italian but had no intention of sitting for their O levels were being given the option of sitting for exams in line with the Cambridge model.
This, Mr Mifsud said, would give the directorate an idea of how such a system could work when introduced for mandatory English exams.
“This is giving us valuable information on how to implement these different techniques. The idea being that we eventually roll this out for all languages, including English exams,” Mr Mifsud said.
He was quick to add, however, that the authorities would tread carefully when dealing with the “sensitive” English course.
Examiners’ reports have in recent years expressed “great concern” that 16-year-olds were leaving school with a poor command of English despite having been exposed to the language for at least 10 years in the classroom.
The 2015 report, issued by the Matsec examinations’ board on the performance of candidates who sat for the English language O levels, had flagged inadequate standards of grammar, spelling and punctuation, noting that the lack of reading was becoming “alarmingly apparent”.