Phyllisienne Gauci

This paper synthesises a group of educators’ engagement with an action research project endorsed by the Council of Europe’s Pestalozzi Programme’s Action Research Group 2013 – 2014. Educators fulfilling duties at Giovanni Curmi Higher Secondary School (GCHSS) collaborated within the context of a think-tank by engaging in action research on professional development for teachers at Giovanni Curmi Higher Secondary School (PDGCHSS). Data that emerged from the foregoing research indicate that professional development (PD) should be grounded in, and not disconnected from, the school-context, and must be relevant to the teachers’ everyday teaching. In addition, knowledge gained from PD training should not be sporadic or disconnected, but transferable to everyday practice. A highly bureaucratized system and lack of resources, such as time, financial resources and technological skills, are detrimental to teachers’ motivation for PD.

Proficiency in the language spoken in the host country permeates all aspects of reception and integration for adult migrants who seek to relocate to and live in a new country. For the newly arrived adult migrant, acquisition of the host society’s language will depend in part on the potential access to the language (including its teaching in the host society) but also on the extent to which it is used in everyday life. With Malta having two official languages, language integration acquires a new, more complex dimension. In this respect, the Maltese-English bilingual context can present several challenges, because both languages are important and because they vary considerably in respect to their function and to the domain in which they are used. In this study we look into the narratives of 15 adult migrants following the I Belong Maltese language integration programme by linking the classroom experience to their needs and actual exposure to the Maltese language in their everyday life. Results indicate that participants’ experience of the programme is overall positive, with many showing how their interest in the Maltese language goes beyond a certificate which allows them to apply for long term residence in Malta, to a genuine interest in the Maltese language and way of life. Language needs and exposure vary drastically, with participants reporting varied levels of interaction within the community and factors such as locality of residence, type of employment, and reliance on the English language all playing a significant role in the challenge of learning Maltese in bilingual Malta.