Malta’s rapid demographic shifts have brought increasing linguistic and cultural diversity into primary classrooms. Although the island’s history reflects extensive cultural and linguistic hybridity, contemporary national narratives often emphasise cultural homogeneity and resistance to multicultural change. This paper brings together findings from two separate studies investigating educators’ perceptions of multilingualism, cultural diversity, and the integration of migrant students in primary schools. While differences in sample size, participant characteristics, and research contexts do not allow for direct comparative analysis, examining the studies side-by-side offers valuable insight into common tendencies shaping teachers’ responses to diversity. Across both datasets, educators acknowledged the growing linguistic complexity in classrooms, expressing a need for structured guidance, clearer policies, and more substantial professional learning on multilingual and multicultural pedagogies. The analysis also reveals subtle but persistent xenophobic and racialised discourses. References to overpopulation, pressure on resources, and “threats” to the Maltese way of life were not overtly expressed as racism, yet echoed broader societal anxieties and influenced how migrant learners were perceived. Such views often coexisted with support for pull-out, deficit models and assimilationist expectations, suggesting unresolved tensions between emerging plurilingual awareness and the traditional Maltese–English bilingual paradigm. The paper discusses the implications of these patterns for teacher education, school leadership, national language planning, and the broader need for nationwide educational initiatives promoting acceptance, inclusion, and diversity. It argues for pedagogical frameworks that legitimise flexible language practices, sustained CPD on diversity and inclusion, and a more critical engagement with the implicit biases that shape classroom decision-making.

Authors:
Michelle Panzavecchia, Institute for Education, Malta

About the Presenter(s)
Michelle Panzavecchia is a Senior Lecturer at The Institute for Education and a Visiting Senior Lecturer at The University of Malta. She has previously worked as an Assistant Head of School, and as an Educator in the early and junior years. Michelle holds a PhD in the field of Bilingualism, Multilingualism, and English Language Teaching from the University of Sheffield, UK. She also holds a M.Sc. in Language and Communication Impairment in Children from the University of Sheffield, UK, and a B.Ed. (Hons.) from the University of Malta. Her research domains include: Bilingual and Multilingual Education, Language Identity and Education, Fluid and Cross-linguistic Practices, English Language Teaching, Culturally and Linguistically Responsive Teaching, Early Childhood and Primary Education, Language and Communication Impairment in Children, Academic Writing, and Qualitative Research Methods. Her academic contributions include designing and delivering undergraduate and postgraduate lectures, serving on examination and viva boards, supervising dissertations, and mentoring student-teachers throughout their practicum. She also organises continuing professional development (CPD) sessions for educators and regularly consults with schools to support language and literacy practices. Currently, she is leading a research project exploring Maltese adolescents’ language use and attitudes within the context of Malta’s evolving linguistic landscape—from a historically bilingual society to an increasingly multilingual one shaped by demographic shifts.

Connect on ResearchGate
https://www.researchgate.net/profile/Michelle-Panzavecchia

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