Malta

Mgarr

Malta Mgarr is a picturesque rural settlement situated in the north- west of the island.

Mgarr Primary School The school was officially named after a long- standing headmaster who had assiduously served both education in Malta in general, and Mgarr Primary in particular.

Ganni A.Cilia Primary School Mgarr Malta Ganni A. Cilia Primary School Mgarr Malta

Population: 235 children (almost all speak Maltese at home)

3,4 YEARS –KINDERGARTEN:

NOT OBLIGATORY : 50

5-11 Primary school years

Obligatory: 185

Year 1 : 25 Year 2s: 36 Year 3 : 21 Year 4s: 40 Year 5s: 31 Year 6s: 32

Principle 10 The Strengthening of Bilingualism in Schools The National Minimum Curriculum considers bilingualism as the basis of the educational system. This document regards bilingualism as entailing the effective, precise and confident use of the country’s two official languages: Maltese, the national language, and English. This goal must be reached by the students by the end of their entire schooling experience. The practice encouraged by the National Minimum Curriculum is that which can be found in all other European countries: knowledge of foreign languages is developed following one’s knowledge of the native and national language, Maltese. The process of strengthening Maltese, the language used by the majority of Maltese children in their home and community environment, contributes to their holistic development. … While students are in the process of strengthening the first language, the school must ensure that the children are familiarising themselves with the second language. … p. 37

Summary of questionnaire replies Background information 11 respondents (5 years 1-3 ; 6 years 4-6) Teachers’ home language as children was Maltese Teachers’ school language as students was mainly Maltese with some English Teachers’ current use of language outside school, mainly Maltese with a couple of exceptions Pupils’ language is largely standard Maltese; some know the dialect and use it variably; isolated cases of English speakers Teachers feel confident in using both languages in the classroom; but some have explained why and when they use either one or the other

During Religion, Maltese, Social Studies MALTESE – NMC, syllabus, textbooks, exams, local topics. helps them understand and participate During Mathematics English, 4 teachers referred to the use of c-s when necessary Textbooks in English: from not very difficult to quite difficult; most teachers stressed the need for teachers to explain clearly During English English; 2 teachers mentioned the need to use Maltese occasionally During Science 6 mentioned both Maltese and English 5 said English Other subjects PE – 4 said English; 2 said both; 1 said Maltese IT – 2 said both Crafts – 3 said both; 1 said Maltese Codeswitching 10 teachers said they use it when necessary to ensure pupil understanding

Comments Mgarr pupils are not exposed to English outside the school environment; There are individual differences Comparison with other schools Not too different; in private schools children are more exposed to English.

The results of the questionnaire are in line with what is stated in the National Minimum Curriculum.

Teachers’ personal policy Mainly concerned with exposing children to English since they lack this outside the school; Use of Maltese when necessary.

Where do we go from here? Extract from our School Development Plan 2005/2006. KEY AREA Teaching and learning – Bilingualism across the curriculum PRIORITY TARGETS expected outcomes 1.To increase the learner’s exposure to the English language. 2.Use more educational videos and books in English with structured follow up activities. 3.Drama activities to boost the pupils’ self confidence in using English.

IMPLEMENTATION STRATEGIES specific action 1.More use of the reading room. 2.Apply for a language assistant through Comenius, applications are in February and the assistant would be a native speaker. 3. correspondence with Maltese and English children. PERSONNEL RESPONSIBLE The whole School The drama teacher ICT teacher/centre