DOCSLIB.ORG

Paginated Blank Pages Are Scanned As Found in Original Thesis No

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Paginated Blank Pages Are Scanned As Found in Original Thesis No 'Speak in Englishl' The Language Use of Student Teachers Teaching English in Maltese Primary Schools: Case studies by Josephine Milton A Thesis submitted to The University of Sheffield For the degree of Ph.D School of Education The University of Sheffield December 2010 · PAGINATED BLANK PAGES ARE SCANNED AS FOUND IN ORIGINAL THESIS NO INFORMATION MISSING Table of Contents Abstract ix Dedication xi Acknowledgements xii CHAPTER ONE 1 Introduction 1 1.1 Aims of the study 1 1.2 Research stance 4 1.2.1 A socio-cognitive approach .4 1.2.2 A constructivist-interpretative framework 6 1.3 My biography and positionality 7 1.3.1 Living in two languages: at home, at school and at play 7 1.3.2 The currency ofa language: Maltese and English 9 1.3.3 Student teachers and their languages 10 1.3.4 Use of language in class 11 1.3.5 My choice of research study 12 1.4 Overview of the study 13 1.5 Research questions 14 1.6 Value of the study 17 1.7 Conclusion 19 CHAPTER TWO 21 The Literature Review 21 2.1 Introduction 21 2.2 Bilingualism in education 23 2.2.1 Definitions and types of bilingualism 23 2.2.2 Bilingualism and language development 25 2.2.3 Code-switching 27 2.2.4 Crosslinguistic transfer of language skills and knowledge 32 2.3 Teachers' use of language in the classroom 32 2.3.1 Teachers' use ofL2 in the classroom .33 2.3.2 Functions of Teacher Code-switching 34 2.4 Identity matters 37 2.4.1 Culture, language and identity .39 2.4.2 Teachers' beliefs, attitudes and knowledge about language teaching and leaming 40 2.4.3 The influence of 'lived experiences' .41 iii 2.4.4 Does ITE change beliefs about teaching? .42 2.5 Conclusion 43 CHAPTER THREE 45 The Maltese context of the study 45 3.1 Introduction 45 3.2 Bilingualism in Malta 46 3.2.1 Malta's languages 47 3.2.2 English in Malta 48 3.2.3 Maltese 52 3.2.4 The history of English in Maltese education 53 3.2.5 Language use in Maltese families 55 3.2.6 Language use and social class in Malta 57 3.2.7 Crosslinguistic Influences 59 3.3 Education in Malta 61 3.3.1 State or non-state provision of education 62 3.3.2 Bilingual education and schooling 63 3.3.3 Bilingual Education: local and international perspectives 65 Types of bilingual education programmes 68 3.4 Teaching and the Maltese context 72 3.4.1 Teaching as a profession in Malta 72 3.4.2 Primary education 73 3.4.3 Examinations and language skills 75 3.4.4 Religion and its presence in primary schools 77 3.5 English as L2 in Maltese primary schools 77 3.5.1 Code-switching in Maltese classrooms 78 3.5.2 The NMC and the role of English in primary education 81 3.5.3 The English Syllabus for primary schools 82 3.6 Initial Teacher Education in Malta 83 3.6.1 ITE in primary education 83 3.6.2 Inside primary schools and classrooms 85 3.7 Conclusion 86 CHAPTER FOUR 87 Research Design and Methodology 87 4.1 The study 87 4.1.1 The research questions 87 4.2 The participants 88 4.3 The case studies 90 4.3.1 Lesson Observations 92 4.3.2 Interviews 95 iv 4.3.3 Questionnaires 99 4.3.4 Data validation and participant feedback 104 4.3.5 Analysis and coding of the data 106 4.3.6 Analysis and writing-up of case study data 109 4.3.7 Analysis and writing-up of cross-case thematic chapter 110 4.3.8 Transcription and translation 111 4.4 Data collection plan 115 4.5 Ethical considerations 116 4.5.1 Observations and Interviews 117 4.5.2 Awareness of my presence in the picture 118 4.5.3 Reporting outcomes to participants 119 4.6 Field testing 119 4.7 Contacts with schools 120 4.8 Conclusion 120 CHAPTER FIVE 121 Anne: Case Study 1 121 5.1 Introduction to Anne 121 5.2 Language profile 122 5.3 Language and schooling 124 5.4 Teaching and English 128 5.5 Becoming a Teacher 129 5.6 Looking forward to teaching practice 131 5.7 Thoughts and beliefs about Language use in class 132 5.8 Anne's views about her own language proficiency before TP 135 5.9 Lesson 1: 'The Wicked Witch' 135 5.9.1 Language use observed during the first lesson 143 5.10 Interview and questionnaire after the first practicum ..•.•...........•.........•.•..•.••••144 5.10.1 Anne's first experience ofteaching 144 5.10.2 Becoming a Teacher 145 5.10.3 Anne's views about language use during the first lesson 146 5.11 Lesson 2: Spring 150 5.11.1 Speak in English! 150 5.11.2 Language use observed during the second lesson 158 5.12 Lesson3: 'If I were ..• ' .••.•.....••.•..•.••.••.••••.••.••.•..•.•....••.••.••.••••.•..••.••.•••••••.....••...••159 5.12.1 Language use observed in the third lesson 159 5.13 Final interview and questionnaire with Anne 167 5.13.1 Language Use observed during the second and third lessons 167 5.13.2 The Teaching Practice Experience 168 5.13.3 Becoming a Teacher 170 v 5.14 Anne's final thoughts and beliefs about Ll and L2 use............•......................170 5.15 Conclusion 172 CHAPTER SIX 177 Suzanne: Case Study 2 177 6.1 Introduction to Suzanne 177 6.2 Language Profile •.•.•••••••••••...•••••••.•••••••••.•!•••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••177 6.3 Language and Schooling 182 6.4 Thoughts and beliefs about language use in class 183 6.5 Becoming a teacher 186 6.6 Lesson 1: The Pancake 187 6.6.1 Language use observed during the first lesson 187 6.7 Interview and questionnaire after the first practicum 197 6.7.1 Suzanne's first experience ofteaching 198 6.7.2 Suzanne's views about language use during the first lesson 198 6.7.3 Becoming a teacher 201 6.8 Lesson 2: Opposites 202 6.8.1 Classroom Management 202 6.8.2 Language use observed during the second lesson 213 6.9 Lesson 3: My face/features 213 6.9.1 Language use observed during the third lesson 224 6.10 Final interview and questionnaire with Suzanne 225 6.10.1 English language use in class 226 6.11 Conclusion 228 CHAPTER SEVEN 231 Lisa: Case Study 3 231 7.2 Language profile 232 7.3 Language and schooling 234 7.4 Thoughts and beliefs about language use in class 235 7.5 Becoming a teacher 238 7.6 Looking forward to teaching practice 240 7.7 Lesson 1: Let's go! 242 7.7.1 Language used during the first lesson 242 7.8 Interview and questionnaire after the first practicum 250 7.8.1 Lisa's views about language use during the first lesson 250 7.8.2 Culture: state or church school.. 255 VI 7.8.3 Lisa's thoughts about her first practicum 257 7.8.4 Lisa's language use observed during the first lesson 258 7.8.5 Becoming a teacher 260 7.8.6 My struggle to make sense ofdata 261 7.9 Lesson 2: The sound '- our' 261 7.9.1 The language of classroom management 262 7.9.2 The use of Maltese and English in this lesson 265 7.10 Lesson 3: How Silk is Made 271 7.10.1 Language use during the lesson 271 7.10.2 Classroom management 275 7.11 Final Interview and questionnaire with Lisa 276 7.11.1 Language use, schools and culture 279 7.11.2 Becoming a Teacher 281 7.11.3 Lisa's final beliefs and thoughts about language use in class 284 7.12 Conclusion 286 CHAPTER EIGHT 289 Cross-Case Thematic Discussion 289 8.1 Introduction to the Themes 289 8.2 Language and identity 290 8.3 Language and context 296 8.4 Language use: practices and beliefs 305 8.5 Becoming a teacher and language use 311 8.6 Conclusion 317 CHAPTER NINE 319 Conclusion 319 9.1 Introduction 319 9.2 Addressing the Research Questions 319 9.3 Main findings of the study 320 9.4 Contribution to knowledge and understanding in the field of L2 teaching in bilingual primary school settings 325 9.5 Implications for practice: the use of English in the classroom ...................•••...•328 9.6 Recommendations for ITE 329 9.7 Limitations of this study 332 9.8 Suggestions for further research 334 9.9 My journey 335 vu References 337 Appendices 361 Appendix 1: Questionnaire lA 361 Appendix 2: Questionnaire IB .365 Appendix 3: Questionnaire 2 369 Appendix 4: Ethics Form for the University of Malta .373 Appendix 5: Consent Form 377 List of Tables Table 2.1: Five Main Types of Bilingualism 24 Table 2.2: Three Categories of Student Teachers 38 Table 3.1: The Spread of English 50 Table 3.2: Language/s spoken at home in 2005 56 Table 3.3: Language Use in Maltese Families 56 Table 3.4: Types of bilingual education programmes 69 Table 4.1: Case study participants by first and second language 91 Table 4.2: Case study participants by type of schooling 92 Table 4.3: Details oflesson observations during 1st Year Teaching Practice 94 Table 4.4: Details oflesson observations during 2nd Year Teaching Practice 94 Table 4.5: Interviews: Dates and Duration 96 Table 4.6: Timeline for data collection 116 Table 8.1: Languages used by the student teachers during the lessons observed 297 Table 8.2: An overview of the function and frequency of code-switching 299 Table 9.1: Main findings and research questions 320 List of Figures Figure 3.1: The Spread ofEnglish .49 Vlll Abstract The National Minimum Curriculum recommends that English lessons should be taught in English, with some code-switching if necessary for the pupils to understand.
Load more

Recommended publications
  • Multilingual Access to the European Cultural Heritage
    Multilingual Access to the European Cultural Heritage Multilingual Websites and Thesauri “It is time to think multilingual” 1 Multilingual Access to the European Cultural Heritage Multilingual Websites and Thesauri General co-ordination Rossella Caffo (MINERVA and MINERVA Plus Project Manager) Antonella Fresa (MINERVA and MINERVA Plus Technical Coordinator) Pier Giacomo Sola (MINERVA and MINERVA Plus Organisation Manager) Secretariat Marzia Piccininno (Ministero per i beni e le attività culturali, Italy) Web version Maria Teresa Natale and Andrea Tempera http://www.minervaeurope.org/publications/multilingualismand thesaurus.htm © 2006 MINERVA Plus Project 2 Editorial Committee Stephan Conrad (Germany) Christophe Dessaux (France), Kate Fernie (United Kingdom), Antonella Fresa (Italy), Allison Kupietzky (Israel), Marzia Piccininno (Italy), Martina Rozman Salobir (Slovenia), Gabriella Szalóki (Hungary) Contributors (alphabetic order by countries) Jitka Zamrzlová (Czeck Republik) Marju Reismaa (Estonia) Minna Kaukonen (Finland) Véronique Prouvost (France) Dimitrios A. Koutsomitropoulos (Greece) Astrid Müller (Germany) Giuliana De Francesco (Italy) Domitilla Fagan (Ireland) Laila Valdovska (Latvia) Guy Frank (Luxembourg) Pierre Sammut (Malta) Jos Taekema (The Netherlands) Lars Egeland (Norway) Piotr Ryszewski (Poland) Maria Sliwinska (Poland) Ana Alvarez Lacambra (Spain) Martina Roznan Salobir (Slovenia) Elena Kuzmina (Russian Federation) Martin Katuscak (Slovak Republik) 3 Acknowledgements We dedicate this report to the memory of the late Stephen Conrad From February 2004 ten new member states (plus Russia and Israel) have been participating in the joint European initiative of MINERVA Plus working with MINERVA to coordinate digitization efforts and activities. Since then MINERVA Plus supplementary working groups (SWG) started operation and Hungary became the coordinator of SWG Multilingual thesauri. The issue of multilingualism is becoming more and more important in making the digital cultural heritage of Europe available.
    [Show full text]
  • What Language for Europe?
    ELJ_2016-1__0 2017.03.13. 17:53 Page 103 Réka Somssich* What Language for Europe? Immediately after the final results of the Brexit referendum in June had been announced, politicians, both at the European and national level, raised their voices against the dominance of the English language in EU institutions and have even questioned its legitimacy and maintainability as official language of the European Union. In the early hours of 24 June 2016, Jean-Luc Mélenchon, a left-wing MEP, tweeted that ‘English cannot be the third working language of the European parliament.’1 Among the statements in the same line, the one that received the most attention was without any doubt that of the Polish MEP and chair of the European Parliament’s constitutional affairs committee, Danuta Hübner, who argued that English should be deleted from the official languages of the EU as by virtue of the relevant Regulation each Member State has the right to notify only one language to the EU to become at the same time an official language of the Union.2 As a succinct consequence of the Brexit referendum and in a symbolic way, the President of the European Commission, Jean-Claude Juncker, when assessing the outcome of the referendum at the plenary session of the European Parliament on 28 June, used exclusively German and French and avoided using English. Before then he had generally used all three languages in a balanced way when addressing this forum.3 The last news bringing the language issue to the fore again exploded in October 2016 when some anonymous sources from the EU administration reported that the chief negotiator of the Brexit process, Michel Barnier, wanted French to be the language of the divorce talks,4 although this information was declared false by the chief negotiator himself after the British prime minister, Theresa May, made it clear that her government will not accept the use of French language.
    [Show full text]
  • Language Education Policy Profile
    Language Education Policy Profile MALTA March 2015 Language Policy Unit Education Policy Division, Education Department / DGII Council of Europe, Strasbourg www.coe.int/lang CONTENTS 1. INTRODUCTION ...................................................................... 5 1.1. The origins, context and purpose of the Profile ................................. 5 1.2. Language education policy and social policy..................................... 6 1.3. Council of Europe Language Education Policies ................................. 7 1.4. The Process of preparing the Malta Profile ....................................... 9 2. AN OVERVIEW OF LANGUAGES EDUCATION IN MALTA ..........11 2.1. A complex sociolinguistic context ................................................. 11 2.2. A detailed regulatory framework .................................................. 15 2.3. A supportive education system .................................................... 18 2.4. A key role for languages education ............................................... 22 2.5. An evolving assessment regime ................................................... 24 2.6. A strong commitment to teacher education ................................... 25 3. KEY ISSUES FOR CONSIDERATION .........................................28 3.1. Achievement in languages and in other subjects ............................ 29 3.2. Balanced bilingualism and the language/s) of schooling .................. 35 3.3. Teaching other (“foreign”) languages ............................................ 43 3.4.
    [Show full text]
  • Euromosaic III Touches Upon Vital Interests of Individuals and Their Living Conditions
    Research Centre on Multilingualism at the KU Brussel E U R O M O S A I C III Presence of Regional and Minority Language Groups in the New Member States * * * * * C O N T E N T S Preface INTRODUCTION 1. Methodology 1.1 Data sources 5 1.2 Structure 5 1.3 Inclusion of languages 6 1.4 Working languages and translation 7 2. Regional or Minority Languages in the New Member States 2.1 Linguistic overview 8 2.2 Statistic and language use 9 2.3 Historical and geographical aspects 11 2.4 Statehood and beyond 12 INDIVIDUAL REPORTS Cyprus Country profile and languages 16 Bibliography 28 The Czech Republic Country profile 30 German 37 Polish 44 Romani 51 Slovak 59 Other languages 65 Bibliography 73 Estonia Country profile 79 Russian 88 Other languages 99 Bibliography 108 Hungary Country profile 111 Croatian 127 German 132 Romani 138 Romanian 143 Serbian 148 Slovak 152 Slovenian 156 Other languages 160 Bibliography 164 i Latvia Country profile 167 Belorussian 176 Polish 180 Russian 184 Ukrainian 189 Other languages 193 Bibliography 198 Lithuania Country profile 200 Polish 207 Russian 212 Other languages 217 Bibliography 225 Malta Country profile and linguistic situation 227 Poland Country profile 237 Belorussian 244 German 248 Kashubian 255 Lithuanian 261 Ruthenian/Lemkish 264 Ukrainian 268 Other languages 273 Bibliography 277 Slovakia Country profile 278 German 285 Hungarian 290 Romani 298 Other languages 305 Bibliography 313 Slovenia Country profile 316 Hungarian 323 Italian 328 Romani 334 Other languages 337 Bibliography 339 ii PREFACE i The European Union has been called the “modern Babel”, a statement that bears witness to the multitude of languages and cultures whose number has remarkably increased after the enlargement of the Union in May of 2004.
    [Show full text]
  • The Malta Independence Order 1964
    Supplement to the Malta Government Ga:etle No. 11,688, l8th September, 1964 MALTA The Malta Independence Order 1964 Made 2nd September 1964 At the Court at Buckingham Palace, the 2nd day of September 1964 Presen t, The Queen's Most Excellent Majesty in Council Her Majesty, in exercise of the power conferred upon Her by sectio n 1(1) of the Malta Independence Act 1964(a)and of all other powers enabling Her in that behalf, is pleased, by and with the advice of Her Privy Council, to order, and it is hereby ordered, as follows:- 1.- (1 ) This Order may be cited as the Malta Independence Citation I nd Order 1964. int"prcUlt'on, (2) In sections 1 to 15 (inclusive) of this Order - " the appointed day" means the day appointed by section 2 of this Order; ··the Constitution" means the constitution set out in the Schedule to this Order. (3) Save where the context otherwise requires, the provi­ sions of section 126 of the Constitution shall apply for the purposes of interpreting sections I to 15 (inclusive) of this Order, and oth er­ wise in relation thereto, as they apply for the purposes of interpret­ ing, and in relation to, the Constitution_ 2. The appointed day fo r t he purposes of section HI ) of the Malta Independence Act 1964 shall be 21st September 19M, 3. The Malta (Constitution) Order in Council 1961(bl as Re~o.:at io ll . amended (which Order, as amended, is hereinafter refer­ red to as "the 1961 Order") is revoked as from the appointed day; and the provisions of section 38(2) of the In terpretation Act 1889(c) shall apply in relation to such revocation as t hey apply in relation to the repeal of an Act of the Parliament of the United Kingdom, Eltabl,.run..nt 4.
    [Show full text]
  • Guide to Study and Living in Malta
    Guide to Study and Living in Malta International Master’s Program in Environmental Management and Sustainability James Madison University and the University of Malta Students formally accepted into the International Master’s Program in Environmental Management and Sustain‐ ability will receive an extensive handbook on study, travel preparation, accommodations, and living in Malta. This guide is intended to provide general information to prospective students. For more details about the program, please contact Dr. Maria Papadakis at [email protected] or visit our website at www.jmu.edu/mems‐malta. The University Setting through the University of Malta and we will help arrange this if needed. You should bring enough of your prescription medica‐ Lecture‐based classwork for our program occurs exclusively in tions to last for your time overseas, or else consult with your Malta over a period of nine months, and most of your studies will physician to identify the European equivalent so that they may be at the University of Malta’s historic Valetta facility. However, be prescribed locally. Mailing prescription drugs to Malta is diffi‐ you also have access to resources at the nearby main university cult and not advised. campus, including the library, bookstore, and computer labs. Visas National Languages Americans and Canadians do not require a visa to enter Malta. Maltese and English are the official national languages of Malta. You must apply for a residence permit and have 90 days upon All instruction is in English; your pro‐ your arrival in Malta to do so. fessors are accomplished faculty from both universities. Accommodations Money and Banking Students customarily share private, full‐ service apartments with 2‐3 roommates Malta is a member of the European from the international master’s pro‐ Union and its currency is the Euro (€).
    [Show full text]
  • In Other Words: Maltese Primary School Teachers' Perceptions Of
    In Other Words: Maltese Primary School Teachers’ Perceptions of Cross-linguistic Practices and Flexible Language Pedagogies in Bilingual and Multilingual English Language Classes. Michelle Panzavecchia A thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy The University of Sheffield School of Education September 2020 Abstract As a result of globalisation, bilingualism and multilingualism are becoming more of a norm rather than an exception and speaking two or more languages is associated with multiple benefits. Bilingual social identities are shaped by language acquisition and socialisation, and educators construct their own teacher identities and pedagogies through their past personal, educational, and professional experiences. This study provides a basis for critical reflection and discussion amongst English language primary school Maltese teachers, to explore how their bilingual identities affect their pedagogical practices. The study probes into teacher’s perceptions on whether, why and how cross-linguistic pedagogies are beneficial within bilingual and multilingual language classroom settings. Data was collected through in-depth semi-structured interviews with nine purposely selected primary school teachers, each with over ten years teaching experience, to explore their bilingual identities and beliefs, how being bilingual may affect their pedagogical practices, and to investigate whether they believe they are using cross-linguistic practices during English lessons. The process of data collection and analysis highlighted the fact that educators’ perceived pedagogies, beliefs, and language preferences stem from their own personal, educational, and teaching experiences, and are embedded in Malta’s socio-cultural context. Maltese teachers believe that they use fluid language practices in their classrooms as a natural part of their daily communicative practices, and as a means of reaching out to all their students.
    [Show full text]
  • A Grammar of Pichi
    A grammar of Pichi Kofi Yakpo language Studies in Diversity Linguistics 23 science press Studies in Diversity Linguistics Editor: Martin Haspelmath In this series: 1. Handschuh, Corinna. A typology of marked-S languages. 2. Rießler, Michael. Adjective attribution. 3. Klamer, Marian (ed.). The Alor-Pantar languages: History and typology. 4. Berghäll, Liisa. A grammar of Mauwake (Papua New Guinea). 5. Wilbur, Joshua. A grammar of Pite Saami. 6. Dahl, Östen. Grammaticalization in the North: Noun phrase morphosyntax in Scandinavian vernaculars. 7. Schackow, Diana. A grammar of Yakkha. 8. Liljegren, Henrik. A grammar of Palula. 9. Shimelman, Aviva. A grammar of Yauyos Quechua. 10. Rudin, Catherine & Bryan James Gordon (eds.). Advances in the study of Siouan languages and linguistics. 11. Kluge, Angela. A grammar of Papuan Malay. 12. Kieviet, Paulus. A grammar of Rapa Nui. 13. Michaud, Alexis. Tone in Yongning Na: Lexical tones and morphotonology. 14. Enfield, N. J. (ed.). Dependencies in language: On the causal ontology of linguistic systems. 15. Gutman, Ariel. Attributive constructions in North-Eastern Neo-Aramaic. 16. Bisang, Walter & Andrej Malchukov (eds.). Unity and diversity in grammaticalization scenarios. 17. Stenzel, Kristine & Bruna Franchetto (eds.). On this and other worlds: Voices from Amazonia. 18. Paggio, Patrizia and Albert Gatt (eds.). The languages of Malta. 19. Seržant, Ilja A. & Alena Witzlack-Makarevich (eds.). Diachrony of differential argument marking. 20. Hölzl, Andreas. A typology of questions in Northeast Asia and beyond: An ecological perspective. 21. Riesberg, Sonja, Asako Shiohara & Atsuko Utsumi (eds.). Perspectives on information structure in Austronesian languages. 22. Döhler, Christian. A grammar of Komnzo. 23. Yakpo, Kofi.
    [Show full text]
  • Language Distinctiveness*
    RAI – data on language distinctiveness RAI data Language distinctiveness* Country profiles *This document provides data production information for the RAI-Rokkan dataset. Last edited on October 7, 2020 Compiled by Gary Marks with research assistance by Noah Dasanaike Citation: Liesbet Hooghe and Gary Marks (2016). Community, Scale and Regional Governance: A Postfunctionalist Theory of Governance, Vol. II. Oxford: OUP. Sarah Shair-Rosenfield, Arjan H. Schakel, Sara Niedzwiecki, Gary Marks, Liesbet Hooghe, Sandra Chapman-Osterkatz (2021). “Language difference and Regional Authority.” Regional and Federal Studies, Vol. 31. DOI: 10.1080/13597566.2020.1831476 Introduction ....................................................................................................................6 Albania ............................................................................................................................7 Argentina ...................................................................................................................... 10 Australia ....................................................................................................................... 12 Austria .......................................................................................................................... 14 Bahamas ....................................................................................................................... 16 Bangladesh ..................................................................................................................
    [Show full text]
  • The Languages of Malta
    The languages of Malta Edited by Patrizia Paggio Albert Gatt language Studies in Diversity Linguistics 18 science press Studies in Diversity Linguistics Chief Editor: Martin Haspelmath In this series: 1. Handschuh, Corinna. A typology of marked-S languages. 2. Rießler, Michael. Adjective attribution. 3. Klamer, Marian (ed.). The Alor-Pantar languages: History and typology. 4. Berghäll, Liisa. A grammar of Mauwake (Papua New Guinea). 5. Wilbur, Joshua. A grammar of Pite Saami. 6. Dahl, Östen. Grammaticalization in the North: Noun phrase morphosyntax in Scandinavian vernaculars. 7. Schackow, Diana. A grammar of Yakkha. 8. Liljegren, Henrik. A grammar of Palula. 9. Shimelman, Aviva. A grammar of Yauyos Quechua. 10. Rudin, Catherine & Bryan James Gordon (eds.). Advances in the study of Siouan languages and linguistics. 11. Kluge, Angela. A grammar of Papuan Malay. 12. Kieviet, Paulus. A grammar of Rapa Nui. 13. Michaud, Alexis. Tone in Yongning Na: Lexical tones and morphotonology. 14. Enfield, N. J (ed.). Dependencies in language: On the causal ontology of linguistic systems . 15. Gutman, Ariel. Attributive constructions in North-Eastern Neo-Aramaic. 16. Bisang, Walter & Andrej Malchukov (eds.). Unity and diversity in grammaticalization scenarios. 17. Stenzel, Kristine & Bruna Franchetto (eds). On this and other worlds: Voices from Amazonia. 18. Paggio, Patrizia & Albert Gatt (eds). The languages of Malta. ISSN: 2363-5568 The languages of Malta Edited by Patrizia Paggio Albert Gatt language science press Patrizia Paggio & Albert Gatt (eds.).
    [Show full text]
  • A View of the Linguistic Situation in Malta, by Ignasi Badia I Capdevila
    A view of the linguistic situation in Malta by Ignasi Badia i Capdevila Abstract The object of this article is to provide an introduction to the Maltese language, giving a brief overview of its history and the conditions under which it is developing at the present time. The uniqueness and interest of Maltese in the European context is obvious: it is Europe's only Semitic language, and at the same time an authentic example of a mixed language owing to deep Sicilian and Italian influence. It has never enjoyed a dominant position in its own territory despite the fact that it is spoken by virtually all the inhabitants of the Maltese islands. Subordinated first to Italian, and then to English, it is today the only European language existing under colonial conditions analogous to those pertaining in a large part of the so-called Third World. The language has co-official status in Malta and is an official language of the European Union, but its future is not, however, assured, since it has to compete with English in many domains, the real language of power and prestige in Malta, and cannot rely on the language loyalty of its speakers. Summary 2. Summarised history of Malta 3. The Maltese language 4. Summarised history of the Maltese language 5. The legal standing of Maltese and the current language policy in Malta 6. Patterns of language use in Maltese society 7. The state of the Maltese language 8. Conclusion 9. Bibliography 1. Malta: background information The Maltese archipelago is situated right in the middle of the Mediterranean and, situated as it is at some 90 kilometres of the southern coast of Sicily, and 300 from Eastern Tunisia, it constitutes one of the European entrepôts for Africa.
    [Show full text]
  • Eurybase the Information Database on Education Systems in Europe
    Directorate-General for Education and Culture Eurybase The Information Database on Education Systems in Europe The Education System in Malta 2006/07 European Commission Eurybase - Malta - (2006/07) 1. Political, Social and Economic Background and Trends 1 1.1. Historical Overview 1 1.2. Main Executive and Legislative Bodies 1 1.2.1. Local Government 2 1.3. Religions 2 1.4. Official and Minority Languages 3 1.5. Demographic Situation 3 1.6. Economic Situation 3 1.7. Statistics 4 1.7.1. Population Growth 4 1.7.2. Geographic Distribution of Total Population 31st December 2005 4 1.7.3. Total Population by sex and age groups 31st December 2005 5 1.7.4. Births 6 1.7.5. Other Demographic indicators 6 1.7.6. Government Finances 6 1.7.7. Employment and Unemployment 7 1.7.7.1. Labour Status 7 1.7.7.2. Distribution of the Labour Force 7 1.7.7.3. Employment Rates by Age Group 8 1.7.7.4. Unemployment Rates by Age Group 8 2. General Organisation of the Edcation System and Administration of Education 9 2.1. Historical Overview 9 2.2. Ongoing Debates and Future Developments 11 2.3. Fundamental Principles and Basic Legislation 12 2.4. General Structure and Defining Moments in Educational Guidance 14 2.5. Compulsory Education 15 2.6. General Administration 15 2.6.1. General Administration at National Level 16 2.6.2. General Administration at Regional Level 17 2.6.3. General Administration at Local Level 17 2.6.4. Educational Institutions, Administration, Management 17 2.6.4.1.
    [Show full text]