/library/oar/handle/123456789/18577 Tue, 23 Dec 2025 15:09:49 GMT 2025-12-23T15:09:49Z /library/oar/handle/123456789/142161 Title: Insights into language integration programs : perspectives from adult learners in a bilingual context Authors: Gauci, Phyllisienne Abstract: This contribution examines the multifaceted challenges and opportunities associated with adult language integration programs, critical tools for fostering social cohesion and inclusion amid unprecedented global migration. Such programs equip migrants with essential linguistic skills to navigate new sociocultural landscapes, yet their design and implementation often face barriers, including resource limitations and mismatched learner needs. Using Malta, the smallest EU member state, as a compelling case study, this article explores language integration dynamics in a bilingual society where Maltese and English serve distinct roles. Against the backdrop of Malta's Migrant Integration Strategy & Action Plan (Vision 2020), this study centers on the national Maltese language integration program, required for non-EU nationals seeking long-term residence status. Drawing on data from 359 adult learners who completed the program, it explores their experiences, the challenges encountered, and the program's efficacy in fostering meaningful language acquisition. By providing empirical insights into learner perspectives on program effectiveness, this study contributes to the broader academic discourse on instructed second language acquisition and offers actionable recommendations for improving integration initiatives. The findings underscore the importance of tailoring language courses to adult learners' needs and highlight strategies for enhancing access, resources, and opportunities for real-world language practice. Wed, 01 Jan 2025 00:00:00 GMT /library/oar/handle/123456789/142161 2025-01-01T00:00:00Z /library/oar/handle/123456789/140774 Title: Intercultural communication training respectful of learners’ characteristics : a pedagogical model for social promotion of intercultural communication, expertise and skills Authors: Calleja, Colin Abstract: The escalating immigrant presence in Europe highlights certain issues of diversity in terms of language, para-language, religion, territoriality, class, ethnicity and race. The reality today more than ever is that ‘most, if not all, nation States are differentiated polyethnic States…’ (Gundara, 2000: 24). While this reality, one can argue, has always been an integral part of most European historical reality, most Europeans, and in particular Mediterranean countries, are experiencing a ‘new’ immigration phenomenon. The new wave of immigrants from Africa, sometimes referred to as the ‘boat people’ that cross the sea from the shores of Africa to find a better life in the perceived more affluent countries of Europe, has implanted a new wave of racial awareness which often resulted in racism both at the level of popular talk – man in the street chatter – and of the pseudo-philosophical and I dare say the pseudopolitical discourse, which often result in social and economic policies of a neo-liberal orientation (Fridell, M. 2008).This paper will not attempt to engage in a discussion of the political and moral dilemmas that such a complex phenomenon raises. [excerpt] Thu, 01 Jan 2015 00:00:00 GMT /library/oar/handle/123456789/140774 2015-01-01T00:00:00Z /library/oar/handle/123456789/140773 Title: A learning paradigm informed by knowledge of the learning self : a compendium of applied research on the Let Me Learn process Authors: Calleja, Colin; Johnston, Christine Abstract: This book presents a compendium of research papers that report the effect of the Let Me Learn Process when applied within different learning contexts. The different contributors to this compendium address the same basic questions: How do I learn? How do others learn? How can such knowledge of how learners learn inform my practice? Over the past 20 years, the data generated by gathering responses to these basic questions has helped us refine our understanding of the learning process and has helped learners make learning work for them. Every successful learning initiative requires key people to allocate hours of dedicated time to make it a success. Let Me Learn® has for the past twenty years been blessed with individuals who have dedicated their time to research and apply the LML Process within different areas of practice. Through such experiences, the Process has developed into a powerful transformative process for educators and learners alike. This compendium is evidence of some of the many contributions from individuals who have made Let Me Learn what it is today. [Excerpt from the introduction] Thu, 01 Jan 2015 00:00:00 GMT /library/oar/handle/123456789/140773 2015-01-01T00:00:00Z /library/oar/handle/123456789/140771 Title: Understanding children and youth at risk : narratives of hope Authors: Borg, Carmel; Calleja, Colin Abstract: The Scope: This book looks at education as an important institution of civil society and a contested terrain. It strives co unravel the challenging reality of cultural, structural and pedagogical exclusion. Simultaneously, it foregrounds transformative action. Ultimately, the main interest of this book is the realisation of a genuinely inclusive education system and democratic society where real participation is extended to all of its members.; The Term: The term 'at risk' refers to children and youth who are in danger of failing at school and /or in making a successful transition to work. Within this volume, 'at risk' is situated at the interface of economic, social, community and family situations, genuine learning difficulties and learning styles and patterns incompatible with academic achievement. This book is written as an antidote to deficit models and personalised interpretations of underachievement (see Terry Lamb in this volume). It rejects the discourse of charity and replaces it with solidarity and entitlement based on the rights of citizenship. The papers that constitute this book should serve as reminders that social and educational policies and practices are neither neutral nor static. Sun, 01 Jan 2006 00:00:00 GMT /library/oar/handle/123456789/140771 2006-01-01T00:00:00Z