The status of Maltese

As linguists with a long-standing scientific interest in the study of the Maltese language and its role in Maltese society, we were surprised and concerned to read about proposals to change the core secondary school curriculum in the national language. We understand that these proposals include the introduction of a distinction between Maltese as it is currently taught, and Maltese as a non-native, foreign or second language. There have also been suggestions to introduce a distinction between a more academically-oriented curriculum, and an applied curriculum.

It is our contention that such differentiation will have a detrimental effect, in that it is likely to introduce disparities among students who undertake different routes to study the language, rendering meaningless the notion of a certification in a core curriculum that serves as a baseline for further education and employment. Enabling foreigners to learn the national language is highly desirable; however, this cannot be viewed on a par with the teaching of Maltese as a native language. Similarly, distinguishing between an “academic” and an “applied” approach to teaching a language hardly makes sense, given that any use of language is invariably applied in a particu- lar context.

We note that it is highly unusual for a nation to undertake such measures in relation to its national language, one safeguarded by its Constitution in conjunction with an official second language. We also note that these measures may, in the long run, damage the country’s bilingual profile. This would fly in the face of empirical evidence that shows that a good command of multiple languages can be highly advantageous not only in economic and social terms, but also for an individual’s intellectual development.

Finally, in view of the fact that Maltese is a “small” language with a limited number of speakers, we would urge the authorities concerned to consider their role in protecting its future. Maltese has a vibrant community of users and a rich literary heritage. It is also of immense scientific interest, both in its own right and from a comparative perspective.

The proposed measures risk damaging a crucial part of the country’s complex linguistic landscape. This is a price that no community should be asked to pay. Professor Adam Ussishkin, University of Arizona Dr Albert Gatt, University of Malta Professor Alexandra Vella, Institute of Linguistics and Lan

guage Technology Professor Andrei A. Avram, University of Bucharest, De

partment of English Professor Andrew Wedel, University of Arizona, USA Mr Benjamin Saade, Universität Bremen Dr Christopher Lucas, SOAS University of London Ms Erika Weinberger, University of Kiel Dr George Farrugia, L-Università ta’ Malta Ms Jessica Nieder, Heinrich-Heine University Dusseldorf Dr Luke Galea, University of Malta Professor Marie Alexander, University of Malta Dr Maris Camilleri, University of Essex Dr Michael Spagnol, L-Università ta’ Malta Dr Olvin Vella, University of Malta Professor Patrizia Paggio, University of Malta Professor Ray Fabri, University of Malta Professor Ruben van de Vijver, Heinrich-Heine-Universität,

Düsseldorf, Germany Ms Shiloh Drake, University of Arizona Dr Slavomír Čéplö, Austrian Academy of Sciences Dr Stavros Assimakopoulos, University of Malta Professor Thomas Stolz, University of Bremen Dr Sarah Grech, University of Malta