Perceptions of the use of different languages in the teaching of French in Malta

Abstract

This study will analyse the use of Maltese/English as a medium of instruction while teaching French as a foreign language. The classical concept of immersion into the target language has been taken for granted for quite a number of years but is nowadays faced with newer ideas of maximization of pupils' previous knowledge, different styles of learning and adaptation to specific contexts. The hypothesis of this dissertation is that if a convention is established with students, determining which language can be spoken in which context (type or situation of lesson), this can be opposed to the rigid stance of exclusion of all but the target language from the classroom. A literature review deals with the evolution of teacher talk in traditional teaching methods, moving to 'direct/AV' approaches and thence to more recent views. The research questions are answered from data which has been collected from questionnaires distributed to teachers from both State and non-State schools. An analysis of pupils' perceptions and prejudices has been done: eight lessons from the normal syllabus were delivered to a selected class in Form 2. A convention was established whereby students have accepted classroom talk exclusively or partially (according to the lesson plan) in French. Students' perceptions about such a situation were investigated before and after the session consisting of eight lessons through questionnaires. Students were asked to keep a journal recording their sensations during these lessons. Results, obtained from questionnaires in Malta administered to teachers, were compared to opinions gained from forums run by the researcher. A focus group with teachers of French was also held and teachers in the group could discuss results from questionnaires.