Enhancing Maltese language education in preschools : pedagogical reflection and action

Abstract

This study explores the different stages required to cause a shift from a predominantly monolingual to a more bilingual paradigm: a move from an English-only medium of instruction to a position where Maltese is also used as a vehicular language during routine and task-based activities in four kindergarten classrooms, housed within a Primary School in Malta. This process occurred gradually, through different stages: an extended familiarisation period, CPD training for the educators, observation and implementation (8400-30032022 / 8400-08082023). The focus on the microprocesses involved in aiding the development of Maltese as a second language in a formal kindergarten setting has not occurred to date. The results fill an important gap and provide a significant contribution to knowledge about implementing change. This factor, together with the use of Deweyan-inspired action research as a means of conducting this study and providing in-situ CPD training, also contributes further to the body of knowledge acquired by other similar international studies. Parental questionnaires were completed at the start of the study and interviews with the eight educators were also conducted at three different points of the study in order to explore their views. The outcomes of this study highlight the effectiveness of in-situ CPD, which helps to upskill educators whilst also serving to focus on implementing change within their classrooms. An important finding is that if a strong model of bilingual education in ECE in Malta is to be implemented, space has to be provided for sufficient immersion in both English and in Maltese. In order for this to happen, systematic planning and continuity from one year group to the next require prioritisation. Educators need support from their SMT in order to counteract the challenges faced, the most recurrent one being the time issue, besides other external and internal factors.