In Other Words: Maltese Primary School Teachers’ Perceptions of Cross-linguistic Practices and Flexible Language Pedagogies in Bilingual and Multilingual English Language Classes

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. However, they are uncertain about the benefits of these practices, and of how they can strategically utilise them in a structured manner. Furthermore, as a result of recent demographic shifts in Malta, teachers are raising concerns about the new challenges they are facing related to multilingualism. This study supports previous research advocating the use of fluid and hybridised language practices such as translanguaging as the way forward in meeting the super-diversity of today’s classrooms. Demographic changes on the island call for an appraisal of the pedagogical use of judiciously hybridising languages in order to provide a socially just and equitable education for all. In view of these findings, recommendations are made to policy makers, stake holders and practitioners to improve the effectiveness of initial teacher education programmes and professional practice. In conclusion, in view of the limitations of the study, recommendations are made for further research, as to contribute to the existing body of knowledge on the subject.