• Design materials and activities that cater to the diverse linguistic backgrounds and proficiency levels in multilingual classrooms;
• Elucidate strategies and policies that foster language transmission and preservation of both majority and minority languages within the local educational sphere;
• Collaborate with colleagues, families, and the community to advocate for language equity and support the linguistic and academic success of multilingual learners.

• Describe and critically evaluate the present sociolinguistic realities in Malta within its sociohistorical, political, and educational phenomena and events;
• Contextually define the concept and consequences of multilingualism by exploring research and policies that impact educational practices;
• Identify challenges, opportunities, methods, tactics, and techniques of language acquisition and development in multilingual educational settings;
• Describe how attitude towards multilingualism are shaped and the strategies to foster inclusive, positive perceptions of linguistic diversity.

• Critically assess attitudes and beliefs within their own and others’ language ideologies recognising how beliefs about language impact pedagogy and student learning;;
• Apply knowledge of the interconnectedness of language policy across social levels, domains, and stakeholders in the macro- and micro-level;
• Utilise different multilingual pedagogies and techniques in the classroom that can promote the cultural and linguistic diversity that exist in the classroom.

This module will be assessed through: Assignment.

Core Reading List

1. García, O., Johnson, S. I., & Seltzer, K. (2017). The translanguaging classroom: Leveraging student bilingualism for learning. Philadelphia: Caslon.
2. Garcia, O., Lin, A., & May, S. (2017). Bilingual and multilingual education (Vol. 5, Encyclopaedia of Language and Education). Springer International Publishing AG.
3. Panzavecchia, M., & Little, S. (2019). Beyond Words: Language Hybridity in Post-Colonial Multilingual Classroom Environments – Malta’s Way Forward. In: V. Anderson & H. Johnson (Eds.), Migration, Education and Translation: Cross-disciplinary Perspectives on Human Mobility and Cultural Encounters in Education Settings (pp. 161-173). Abingdon: Routledge.
4. Richards, J. C., & Schmidt, R. (2013). Longman dictionary of language teaching & applied linguistics (4th Edition). Routledge.

Supplementary Reading List

1. Camilleri Grima, A. (2013). A select review of bilingualism in education in Malta. International Journal of Bilingual Education and Bilingualism, 16(5), 553-569.
2. Camilleri Grima, A. (2013). Challenging code-switching in Malta. Revue française de linguistique appliquée, 18(2), 45-61.
3. Camilleri Grima, A. (2018). Globalization and Education: what future for the Maltese speaking child? Éducation et sociétés plurilingues, (44), 31-43.
4. Little, S. (2017). Whose heritage? What inheritance?: conceptualising family language identities. International Journal of Bilingual Education and Bilingualism, 1-15.
5. Otheguy, R., García, O., & Reid, W. (2015). Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review, 6(3), 281-307. https://doi.org/10.1515/applirev-2015-0014 .
6. Panzavecchia, M. (2023). ‘ “Issa open your books għax ser nibdew il-lesson tal- English…”: The Impact of Maltese Primary School Teachers’ Language Backgrounds on Linguistic Identities, Language Use, and Pedagogical Practices’. Malta Journal of Education. Vol 4(2), 117-143.
7. Panzavecchia, M., & Little, S. (2020). The Language of Learning: Maltese teachers’ views on bilingual and multilingual primary classrooms. E-JournALL, EuroAmerican Journal of Applied Linguistics and Languages, 7(1), 108-123.