Functions of translanguaging instances in Biology lessons held in the Maltese educational context

Abstract

This dissertation analyses the bilingual reality in the Maltese classroom during Biology lessons. Biology, in the Maltese context, is solely assessed in English and all textbooks are provided in English. It is a known fact that language distribution tends to be different in the three local educational contexts, that is in State, Church and Independent schools. The analysis is based on recordings of ten observed Biology lessons delivered in the three different sectors. A detailed analysis of how teachers use language to explain the lesson content is based on a transcribed corpus. It appears that particularly in the State school context, Maltese needs to be heavily resorted to in order to ensure access to the curriculum. English is by far the dominant language used by the Independent school Biology teachers and it is also the dominant language in the two observed Church schools, where code-switching is however also very apparent. An interpretation drawing upon Maltese socio-linguistic realities is provided for these different language choices in an attempt to explain these language choices. This research looks in depth at the functions fulfilled by the languages used as medium of instruction and of interaction by both teachers and students. Results indicate that language choice is a subjective factor, depending largely on the speakers’ preference, background and on the school context.