Malta’s language landscape is characterised by its bilingualism, where the addition of English, to Maltese, as an official language is a remnant of the country’s British colonial past. In general terms, Maltese is employed to communicate orally, especially in informal contexts, while English tends to be used more in writing. However, the use of the two languages can differ significantly across different sectors. For instance, English is favoured in tertiary education, while Maltese is much more prevalent in Parliament, the Law Courts, the religious sphere and broadcasting. As has been studied, the choice of language may also act as a differentiating social factor, with English being often associated with individuals pertaining to higher socio-economic sector or with a higher level of education.
Maltese Sign Language was officially recognised by the Parliament of Malta in 2016 through the Maltese Sign Language Recognition Act (CAP. 556).
In 2005, the Ministry for Education set up the National Council for the Maltese Language (Il-Kunsill Nazzjonali tal-Ilsien Malti) to address the needs and the development of the Maltese language. The Council is responsible for producing strategic positions on the protection and enhancement of the national language, including the promotion of Maltese literature.
There also exist other state bodies addressing the Maltese language. These include the Centre for the Maltese Language (Iċ-Ċentru tal-Ilsien Malti) and the National Book Council (Il-Kunsill tal-Ktieb). The former (the Centre) has undertaken interesting exercises in addressing the role of Artificial Intelligence and language use with the University of Malta. The latter (the Council) focuses on publishing in Maltese as well as reading, and as from 2026 falls under the reconfigured ministry responsible for culture.
Maltese is the primary language by respondents to the State of the Nation 2024 survey (71.3%).* This data confirms earlier responses collected by the Centre for the Maltese Language and the University of Malta (2021). There are 7.6% of people who responded to this survey who said that English is their primary language. A little more than twenty percent of people consider both Maltese and English as their primary languages (20.3%).
According to the National Statistics Office (NSO) 2024 data about main languages spoken, Maltese is spoken by around 350,000 people, English by around 50,000, Italian by around 13,000, German by around 10,000, Arabic by around 8,500, French by around 4,500, while other languages by around another 60,000 people. Figures published in 2023 by NSO for 2022/2023 reflect the highest number of migrants coming from, among others, Italy (1,670), a combination of EU states (3,414), a combination of European countries (1438), Indian (777), Albanian (690), Filipino (545), Serbian (317), Bulgarian (245) and Nepalese (212). Insights are provided into efforts at integration through language learning in research carried out in 2019, 2021 and 2024.
One may get a sense of the rapid and significant changes experienced by school populations by comparing the following figures. In the 2012/2013 school year, the number of migrant pupils in Maltese schools stood at 1,890. In 2021/22, this number increased to 6,819 (NSO 2024). At the same time, the number of Maltese births is steadily decreasing since Malta has the lowest fertility rate in Europe (Eurostat, 2021). Maltese primary schools host the largest percentage of non-Maltese children, standing at 15% of the schools’ population in 2020/21 (NSO 2023). This state of affairs is inevitably impacting schools both culturally and linguistically.
The diversity of school populations is a salient point in relation to access to education. Calleja, Ragonesi and Martinelli (2013) address the degrees of integration of Somali children in the Maltese educational system and argue that Malta’s policies seem to be among the least favourable in Europe for migrant pupils. Contributing factors include the availability and implementation of policies that target the specific needs of newcomers, including funding and language support.
Azzopardi (2008) advocates for schools to respond to cultural differences by implementing a more inclusive discourse and understanding on multicultural issues; this could lead to deeper educational transformation and the development of cultural sensitivity. The setting up of the Migrant Learners’ Unit in 2014 has helped to overcome some barriers, particularly linguistic barriers, that impact the integration of migrants in Malta.
Malta’s National Curriculum Framework (NCF) elaborates extensively on the European, global and intercultural dimensions within the educational system. The Department for Curriculum, Lifelong Learning, and Employability within the Directorate for Quality and Standards in Education has initiated the Foreign Language Awareness Programme (FLAP) for primary school students in Years 3 to 6. Designed to cultivate an appreciation for foreign languages and cultures, FLAP aims to foster a positive attitude towards mobility and new experiences among students aged 7 to 11 years. Implemented by a team of teachers specialising in Italian, French, and German, the programme integrates language awareness activities into playful learning experiences.
The Institute for Education (IfE) is dedicated to promoting high-quality education for all educators and cultivating communities of learning excellence. It offers Initial Teacher Training and professional development programmes designs to incorporate, amongst others, principles of equity and social justice throughout all its programmes.
The Directorate for Learning and Assessment Programmes also conducts voluntary training sessions for educators in Global Education. IfE provides free, non-accredited sessions for educators to enhance their knowledge and skills in areas of personal interest. These sessions are also available to those undergoing Initial Teacher Training. Some modules are delivered in collaboration with Kopin, a Maltese NGO dedicated to sustainability. The following are some of the modules offered at the institute related to Global Education:
- The Influence of Narratives in the Multicultural Society
- Developing Intercultural Communication Capabilities
- Global Kids. Skills and Competencies needed to help our Kids to become Global Citizens
- Migration and Sustainable Development – Implication on Schools and Teachers
- Multiculturalism
The Malta College of Arts, Science and Technology (MCAST) offers several Master in Vocational Education courses with various specialisations tailored to the needs of Vocational Education and Training (VET) professionals. This programme includes targeted compulsory modules designed to deepen understanding and application in critical areas of VET, including Embracing Cultural and Ethnic Diversity in VET (MQF Level 5). This 75-hour module explores how to integrate multicultural strengths into teaching practices. It focuses on developing cultural self-efficacy and effective intercultural communication skills. It also addresses macro-level factors such as government policies on migrant integration and economic challenges, preparing educators to foster inclusive and culturally sensitive learning environments.
Since 2017, Malta has been an active member of GENE, a European network comprising Ministries and Agencies tasked with national responsibilities for policymaking, funding, and support in Global Education (GE). https://education.gov.mt/public-bodies/early-years-languages-and-humanities-programmes-transversal/
The primary aim is to understand educators’ perspectives, identify training opportunities, and adopt a holistic approach within schools and institutions to address global themes. In alignment with the NCF, GE encompasses social, economic, and environmental dimensions. The framework supports a cross-curricular integration of Education for Sustainable Development (ESD) and GE, inspired by the UN’s 17 Sustainable Development Goals (SDGs). Schools are encouraged to systematically embed these themes across all formal curriculum areas and educational cycles.
GENE has directly funded 24 schools for projects linked to GE. Additionally, all schools receive curricular support through professional development sessions and administrative guidance, ensuring that school policies reflect GE values and principles. In-class support is also provided to help educators align formal education with global citizenship education. Furthermore, GENE’s financial backing has supported the establishment of two Global Citizenship Education Centres in local schools, which enhance contemporary learning methodologies related to local, European, and global realities.
* * Marmarà, Vincent; Bondì, Lou. 2024. L-Istat tan-Nazzjon. Midsea Books
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