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In Malta, as in many other southern European countries, school populations have become much more multi-ethnic and multilingual due to the migratory fluxes of recent years. The presence of migrant learners requires inclusive didactic measures and linguistic policies which can facilitate integration and ensure that the educational set-up enhances personal experiences, to the benefit of all learners. In this study, we focus on Maltese schools while briefly referring to cases found in other countries in Southern Europe, especially those that participate in an EU Project entitled MERIDIUM. The increasing number of migrant learners has stimulated local educators and the educational authorities to improve the regulatory framework of the integration policies in favour of migrant pupils and their families. However, schools need more practical and useful measures in order to better understand this phenomenon and its advantages as well as to improve professional skills of the administrative and teaching staff, and the relationships that these could create with migrant learners, parents and communities., peer-reviewed

In 2007 Oliver Friggieri published in one volume all the poems written by Dun Karm Psaila, which were previously scattered in various newspapers and rare periodicals. This provided a long-awaited opportunity to study the local variety of Italian belonging to the literary genre and I decided to start with a concordance to Dun Kann's poems. I then thought it worthwhile to compare his lexicon with that of his Maltese poems. Another step was a comparison between Dun Karm's lexical choices and those of another highly-rated Maltese poet, Ruzar Briffa. In this paper I present and compare the results obtained by three students, Catherine Aquilina, Olivia De Brincat and Christian Sciberras who wrote dissertations under my guidance., L-ewzzjoni tal-poeziji li Dun Karm Psaila kiteb bit-Taljan offriet, fl-2007, opportunitl wisq mistennija biex jigi studjat it-Taljan ta' Malta fil-varjeta letterarja tiegnu u bdejt bi progett biex jinbnew ilkonkordanzi, lista tal-kliem kollu ui:at fdawn il-poeziji. Gietni wkoll il-kurZita biex inqabbel il-kliem uZat mill-istess awtur fil-poezija bit-Taljan mal-kliem uzat fil-poezija bil-Malti. Deherli utli wkoll inqabbel it-tendenzi fl-ghai:la tal-vokabolarju bejn Dun Karm u Ruzar Briffa. Bix-xognol ta' tliet studenti, Catherine Aquilina, Olivia De Brincat, u Christian Sciberras, inkisbu dawn ir-riZultati., peer-reviewed

This paper describes the Malta Culture Awareness Project aimed at introducing a culture component in English teaching in the lower forms of the secondary school. The research was based on the belief that "a culture component in language teaching actually improves language learning and makes students more tolerant of cultural diversity". The assumptions are that culture awareness (a) facilitates language learning and (b) makes students more tolerant and appreciative of diversity. Indeed these very assumptions underpinned the Council of Europe Project "Language Learning For European Citizenship", which was launched in the light of the socio-political phenomena that created the "House of Europe" in the last 20 years (Neuner 1994). Our assumptions were also substantiated by Byram and Zarate (1995, Preface) "the Council of Europe believes that teachers of languages (and also of other subjects as history and education for citizenship) have a central role to play in preparing young people for full and active democratic citizenship in the new Europe"., peer-reviewed

After Malta became Independent, the Maltese language, besides English, also became the official language of Malta. In this article, the author is trying to distinguish which language is used more often by males and females of Maltese individuals after acquiring Independence from the British rule., N/A