This thesis considers the development of literacy in Maltese-English bilingual children. The study examined the reading and phonological performance in English and Maltese of children whose home language is Maltese and second language English. A sample of 50 typically developing Maltese pupils aged 8;00 to 10;05 years were selected. Since commencing school at the age of 5 years, the children have been learning to read in Maltese and also in English. For the purpose of this study, Maltese reading and reading related tests were constructed to parallel the UK and US standardised assessments administered to the children. A comparison of the results on the novel tests and standardised tests was undertaken and then related to information about the children’s first (L1) and second (L2) language competencies. Results showed that Maltese children read better in their first language (Maltese) than in English, the language of instruction. Findings also showed that phonological awareness measures correlated across first and second languages. The results are discussed in terms of L1 and L2 transfer, whereby the transparency of Maltese orthography and English phonological processing skills facilitate performance on phonological tasks in both Maltese and English. Implications for the identification of Maltese-English bilingual children with phonologically based reading difficulties are discussed.

MSc. Human Communication 2003
University College London

Keywords:

Literacy
Maltese/English