Language learning in multicultural classrooms : an early years’ experience

Abstract

This dissertation aims to explore the influence of a multicultural primary school setting on the language learning of pupils. This involved investigating the challenges teachers face when teaching in a multicultural context, and understanding how the language support programmes available support teachers and learners. Previous research has shown that bilingualism, codeswitching, peer-peer interaction, and motivation each play a role in the language learning of pupils at school. Moreover, schools in different countries support migrant pupils in different ways. This study attempts to explore this situation in a Maltese state primary school with a significant intake of migrant learners. Data was collected through non-participant observations in two early years’ classrooms, and semi-structured interviews with the respective class teachers, the school’s language support teacher, and the Education Officer in charge of language support provided for migrant learners. The findings indicate that teachers face challenges regarding difficulties in: communicating with children due to the language barrier; choosing a language of instruction which does not increase this language barrier; covering the syllabus despite pupils’ different language abilities; and handling pupils whose parents cannot or refuse to help their children learn the local languages. These have an impact on the organisation of language learning in the classroom. Moreover, the shortcomings of the language support programmes available to migrant learners keep them very much isolated from an inclusive classroom environment. Recommendations are made to investigate multicultural classrooms further in order to gain a better understanding of migrant learners’ needs and provide the support required for a more fruitful language learning experience.