Learner-centred education and adult education for migrants in Malta

Abstract

This chapter documents salient findings of the case study with stakeholders of stateprovided language programmes offered to adult migrants in the EU island state Malta. Qualitative evidence included use of learner- centredness, albeit collaterals of the high content and summative exam-oriented curriculum. Analysis enabled the identification of a paradox, whereby the void resulting from lack of centralised and standardised epistemology and techniques targeting learner-centredness generated a space where the educator drew on his/her knowledge and experience to successfully design and implement ad hoc learner-centred practices. Notwithstanding, this was at the expense of uniform delivery and possibility of centralised and standardised monitoring, quality assurance, appraisal, and evaluation. The paradox was identified because had the latter been implemented, the educator’s creative rationale would have, potentially, lost its raison d’être or become suppressed. Additionally, limitations to learner-centredness resulted when the explored dimensions of motivation, epistemology and relationships intersected with socio-demographics. Family background and gender impacted motivation; whereas epistemology and relationships were found to be limited for adult migrant learners of non-European/non-Western nationality and ethnicity. The findings make case for a sociologically informed approach to adult migrant education to foster learning spaces that allow educators to practice learner-centredness by drawing on the identities of student cohorts, particularly those with minority backgrounds. Technological and online resources must be capitalised upon to enhance techniques and learners’ responsibility for learning. Investment in professional development and enhanced employment conditions and status of the adult educator emerged as significant and required.