{'fraction_non_alphanumeric': 0.01623686723973257, 'fraction_numerical': 0.0038204393505253103, 'mean_word_length': 5.128654970760234, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Codeswitching as a tool in teaching Italian in Malta

This article addresses the issue of teacher codeswitching in the teaching of Italian in Malta. The analysis of teacher codeswitching shows that the learners' first language (L1), Maltese, is used as a pedagogical tool to enhance language learning. Teachers frequently resort to Maltese to provide more learner-friendly explanations of grammatical and other language points and to elicit an oral response from the learners and get them more directly involved in the activities. Furthermore, the L1 plays a role in discourse and classroom management, and also functions as a symbol of identity. The study reported here is based on lesson transcriptions, in-depth interviews with teachers and Italian language professionals and a student questionnaire. From the interviews it transpires that codeswitching and the use of the L1 are perceived by teachers and teacher educators as a useful tool with younger and weaker learners, but caution is advised when using the L1 with more advanced learners.