Exposure to language : its role in exams

Abstract

A total of fifty-six Mathematics and English Language lessons, conducted in four 6 A classes were observed. The Maltese words in the ‘Mixed Maltese English’ variety used by the teachers were recorded, counted and converted into time. The data describing the exposure to spoken language was crosstabulated with the Mathematics and English Junior Lyceum Exam Results. By administering a questionnaire, information was gathered about other variables that expose children to English outside school. A moderate positive relationship between results and language use has been established for Maths. Some children who were exposed to more English, obtained better grades in the English language exam. The value of this statistical measure is slightly higher than that in Maths. A substantially strong positive relationship between the children’s performance in the mathematics exam and their performance in the English language exam is evident. The research findings also highlight ‘how’ and attempts to find reasons ‘why’ code switching is adopted.