Language and achievement in science in a bilingual context : a Maltese perspective

Abstract

The great majority of international studies on language in science education relate to oral interactions in monolingual settings. Only a few local studies focus on the bilingual setting of Maltese science classrooms. This paper reviews a small number of research studies on the influence of language on the Maltese students’ performance in science tests and examinations. The research includes a study of correlations between achievement in English language and in a science examination at Ordinary level, an investigation of the Cummins thresholds hypothesis that proficiency in both Maltese and English produces differences in achievement in a Physics examination, and an extensive study of the influence of students’ passive and active English language skills on their performance in Advanced level Physics. Another two studies investigate the effect of setting tests in a different or modified language. In one study, three versions of a science test with questions set in English, in English and Maltese side by side, and in modified English were randomly distributed to 380 Form 5 students. The other study set a Maltese and an English version of a carefully designed Integrated Science test to a sample of 284 Form 1 students. The implications of these studies are discussed.