The Use of English as a Medium of Instruction in Maltese Mathematics Classrooms: Continuing the Debate
In 1999, a new National Minimum Curriculum for Primary and Secondary schools in Malta was published. One of the recommendations included in the document was that, preferably, Mathematics lessons should be conducted in English. The aim of this suggestion appears to be to discourage the prevalent practice of code-switching used in the teaching and learning of this subject and to help the children improve their knowledge of the English language. In this paper I highlight the possible consequences of such an immersion approach by discussing aspects related to Mathematical language. In particular, I discuss the role of Mathematical words and the difficulties encountered in solving word problems. I argue that focusing attention on English may mask important issues related to Mathematical language and that code-switching may in fact serve an important role in the teaching and learning of Mathematical ideas.