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Language Attitudes

Volume 13-Issue 2: December 2019

Learners’ Attitudes and Ideologies towards English: Implications for the teaching and learning of English in Malta

The study investigates the attitudes and ideologies held by adults and children towards English in Malta. Questionnaires were distributed to parents (N= 202) and children (N=357), coming from three school sectors (state, church and independent schools). Four age groups were targeted: adults, 14- to 15-year-olds, 11- to 12-year-olds and 8- to 9-year-olds. The self- reports of language use illustrate that Maltese is the prevalent language used in the home domain. Five constructs emerged from the exploratory factor analysis of the language attitude questionnaire. Multiple regression analyses revealed that language spoken to mother and at school are the most influential predictor variables across all language attitude constructs. The data showed that school sector and age group have a significant effect on most language attitude constructs. The findings make an important contribution by highlighting the role of the languages spoken at home, particularly by the mother, in the development of language attitudes. It also illustrates ways in which language attitudes are shaped by age and school sector in Malta. Such factors should be considered in the teaching of English in Malta, in a context where learners are in contact with English not only at school, but also in their everyday lives.
Volume 19-Issue 2: December 2025

Speaking Home, Speaking Host: Family Language Policies in a Migrant Context

Migration experiences, integration into the host society, and the desire to maintain the heritage language and culture significantly shape the family language policies of migrant families. While some prioritise their heritage language at home, motivated by the belief that it is essential for maintaining family ties and cultural identity, other families adopt a more balanced or mixed language policy, using both the heritage language and the host society’s dominant language in different contexts. This study explores the language practices of migrant families in Malta, a bilingual country with Maltese and English as its co-official languages, which is becoming increasingly multilingual as newcomer families settle on the island. Thirty-two migrant parents with children attending various state schools participated in this research by responding to an online survey about their home language practices and their attitudes towards learning the languages of schooling, Maltese and English. Findings reveal a multilingual approach in all respondents’ home environments. Parents believe that learning the host country’s language, particularly English, is crucial for better integration and to secure academic success for their children. The study highlights the complex dynamics of language policy in migrant families, balancing the need for integration with the desire to sustain cultural identity.