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 particular 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 Language Technology
Professor Andrei A. Avram, University of Bucharest, Department 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