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.