Like currents in a river, languages move learning forward together

Although the Maltese curriculum integrates the teaching of many languages, their coexistence is often marked by competition or hierarchy. In this situation, multiple language interaction fails from the outset.

English will likely remain the main language for communication and learning among students from different linguistic backgrounds. As other languages are used less, they risk being lost culturally and practically.

In a multilingual scenario, no language would be forced to struggle for relevance, position or dominance. And no language would be mocked for accents, grammar, or perceived prestige.

Let’s very briefly examine how this works.

Literacy, reasoning, and creativity develop best in the language children know deeply. Concurrent exposure to other languages can only be beneficial for children if they are taught to embrace and value each language to prevent prioritising one at the expense of another. The mantra ‘Hear it, learn it, honour it!’ works wonders.

In a space where multiple languages are used, students often demonstrate stronger working memory, allowing them to hold and manipulate information more efficiently. For example, learning new words in different languages improves their brain’s capacity to retain information, which supports learning across subjects.

Moreover, multilingual learners usually gain improved metalinguistic awareness, which helps them reflect on and understand the rules and patterns of language more effectively.

Let curiosity about languages lead to richer and more effective communication and learning, to new cultures, academic and career paths, as well as confidence and adaptability

Within a multilingual environment, students freely switch languages based on context and purpose, not pressure. For instance, they use their mother tongue to maintain a connection to home and personal identity, whereas they use international language(s) for wider communication.

Also, students code-switch skilfully, strategically, not carelessly. This requires linguistic flexibility and cultural awareness.  In a multilingual context, token knowledge has no place. For example, students may know “Ciao!” is “hello!” in Italian, but it is unacceptable for them not to know when it is inappropriate to use it. Multilingual learners of Italian know they should say “Ciao!” to friends but “Buongiorno” to, say, a teacher. Their focus is on communication and cultural understanding, not rote grammar alone.

A multilingual setting should be organised in a way that is both effective and fair for everyone. Without policies, some languages may be ignored or undervalued. Without institutional support, students may struggle to use or learn multiple languages effectively.

Under Malta’s language policy, Maltese and English hold official status, thus encouraging bilingual rather than multilingual proficiency. At the same time educational language policies encourage bilingual or multilingual proficiency.

In reality, while Maltese is taught and used in some subjects, English is the main language of instruction in most Maltese schools, especially from secondary level onward. As English dominates more than Maltese, other languages, which are used only during lesson time, seem all the more foreign, and of lesser value.

In multilingual spaces, languages are approached with positive attitudes. Language diversity is framed as a collective asset, not a problem to manage. A practical classroom example would be having students share personal stories or folk tales in their home language, and then translate or summarise them for the class.

Stirring curiosity is the key. Curiosity about languages often sparks intrinsic motivation, because learners are genuinely interested in discovering how a language works.

So, let curiosity about languages lead to richer and more effective communication and learning, to new cultures, academic and career paths, as well as confidence and adaptability.

Let technology, such as AI, subtitles, and speech tools, help support learning multiple languages.

Let a proposed dedicated national language school serve as the driver of this vision.

Let languages move learning forward together – purposefully.