In 2015, the Council of Europe published a report entitled ‘Language Education Policy Profile: Malta’. This report analysed the situation in Malta and published its findings and recommendations after extensive consultations with stakeholders. 

A total of 14 proposals were made. The first proposal listed states: “Develop a more varied curriculum, building on the proposals of the NCF (National Curriculum Framework and NLS (National Literacy Strategy) and the ‘alternative curriculum’. This should include a valid vocational route with languages for employment and may usefully include input from employers, employees and other stakeholders.

It should also allow for a variety of appropriate communicative teaching/learning approaches for languages (including third and fourth languages). This could provide the basis for offering language courses to non-specialists in further and higher education (Institute of Tourism Studies, Malta College of Arts, Science and Technology and University of Malta).”

This is a proposal which makes a lot of sense and, in very similar wording, we proposed this policy for the Maltese language a few days ago. In reality, it’s more of an extension of what is being offered already.

Maltese as a foreign language is already being taught in schools, as part of induction courses for children coming from other countries. Maltese students with Maltese parents, who live in Brussels and Luxembourg, are already being taught a Maltese programme which fits their needs but is different to the one taught in local schools.

This programme is accepted by the University of Malta for its entry requirements. At Mcast, Maltese with a vocational background is also taught and has also been a success.

We are saying very clearly that Maltese students will not be allowed to join the Maltese as a Foreign Language programme

We are saying very clearly that Maltese students will not be allowed to join the Maltese as a Foreign Language programme. The vast majority of students will continue to do what they do today.

But there are others who are not getting any certification at the end of their schooling and the Council of Europe report clearly states that we ought to look for solutions for these students through more varied options. The ultimate goal is very simple: helping students achieve better standards in the Maltese language.

The Council of Europe report also makes a very important educational affirmation, which needless to say, I thoroughly subscribe to: “Equality of opportunity is a fundamental principle of Maltese education. This provides an important basis and rationale for future reform in support of all children.”

This is a very important statement because if there is an argument we hopefully all can agree on, it is that we should be looking to find the best solutions to make sure this fundamental principle, of providing equal opportunity for all our children, is adhered to.

In my view, this means understanding the reality and context of that child and making sure we devise a programme that fits his or her needs, allowing him or her  in turn  to reach the required standard.

There is a difference between ‘giving access to education’ and ‘providing equal opportunity’. All children have access to education in its technical meaning but not all have an equal opportunity. 

Maltese in the digital age

The Maltese language is facing serious challenges to its future. The lack of Maltese language presence in the digital sphere is resulting in a situation where Maltese is one of four European languages at risk of being severely diminished due to underutilisation in technology.

How we are going to reverse this trend is probably the biggest challenge faced by the Maltese language in our age. 

This is not something for the distant future, the issue  is already with us. If you look at your smartphones, you will find little to no presence of Maltese. The content we consume online is almost entirely in English.

This creates a context where young people are growing up with less and less exposure to Maltese on digital platforms.

These are the big questions that we must put to ourselves if we truly want to preserve our language for future generations. 

Note: The reports mentioned in this article can be found on http://edu.gov.mt/malti

Evarist Bartolo is the Minister for Education and Employment.