Language used during the teaching and learning of German as a foreign language in Malta

Abstract

Issues regarding the exclusive use of the target language during the teaching and learning of a foreign language are quite a controversial topic. Indeed, the principle aim of this study was to investigate the languages used by the stake-holders during the teaching and learning of German as a foreign language in Malta. The research was carried out in two church schools, with a non-native teacher of German, a native German teacher and their students. Qualitative and quantitative research methods were employed. As the study was based on ethnographic principles, observation sessions in both schools were carried out. The teachers concerned were also interviewed and students filled in a questionnaire. Analysis of the data collected showed that German, Maltese and English are used in both contexts. However, while German is mostly used in relation to the topic of the lesson, Maltese and English are exclusively used or code-switched to by both teachers and their students, in most of the classroom situations and interactions. The present study highlights a reasonable input of German during everyday routines and teacher-student interaction, unlike student- teacher and student-student interaction, where German use is quite minimal. The findings show that the non-native teacher and the respective students use more German, when compared to the native teacher and the respective students observed. Hence, techniques to maximize the target language were recommended. Finally, several suggestions with regards to similar studies were put forward.