Charles L Mifsud
Biographic Data
| ID | 6520736 |
|---|---|
| NAME | Charles L Mifsud |
| GIVEN NAMES | Charles L |
| FAMILY NAME | Mifsud |
| SIGNATURE | MIFSUD C L |
| AFFILIATIONS | University of Malta |
| ORCID | 0000-0003-4922-5780 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Exploring the Multifaceted Roles of Social Robots in Early Childhood Literacy Lessons
This study investigates the roles of social robots (SRs) in literacy lessons with 25 children aged 5–6, including five with special educational needs, in a Maltese early childhood classroom. Through thematic analysis and grounding in Mead’s symbolic interactionism and Vygotsky’s sociocultural theory, we explored how SRs mediate interactions and influence children’s self-concept development. The NAO6 humanoid robot, programmed to recognize student…
Teaching and learning in a multilingual Europe
School classrooms within the EU are multilingual learning environments. The diversity of pupils in classrooms raises significant challenges for teachers, but to date, there are no data from large-scale surveys that compare views within and across European countries. A bespoke questionnaire was designed to examine views of current classroom learning environments with respect to the multilingualism. The questionnaire was piloted and subsequently co…
Parent-child joint reading of digital books in bilingual families in Malta
We examined parent-child shared reading of Maltese and English e-books in four bilingual families. Analysis of the participant videos, questionnaires and semi-structured interview data revealed positive engagement of the participating families, substantiated with three main themes from the participants’ interview accounts: balanced use of e-books and print books, the importance of nurturing child's independence with e-book use, and the unique val…
Conceções dos professores portugueses sobre multilinguismo e práticas educativas em salas de aula multilingues
A Europa é uma realidade linguística diversa e heterogénea que enfrenta o desafio de educar uma população cada vez mais multicultural e multilingue. Os professores de língua(s) são atores nesta realidade, promovendo o multilinguismo e integrando a diversidade. Portugal não foge ao paradigma do multilinguismo e as escolas e professores portugueses vão-se adaptando a uma realidade que, não sendo nova, tem novos contornos. Neste artigo, analisam-se …
Teacher agency and language mediation in two Maltese preschool bilingual classrooms
This article contributes to the limited research on teacher agency in early bilingual development and education. Through classroom observations and interviews, we examined the differential degrees of agency of two preschool teachers in Malta as they mediated languages in their bilingual classrooms. The teachers’ background and language beliefs, the sociolinguistic context (national and local), as well as the school language policies influenced th…
The Malta Primary Literacy Value‐Added Project
The Malta Primary Literacy Value‐Added study was the outcome of a process of testing and matching at ages 9–10, the pupils in Maltese primary schools who were tested three years earlier, at ages 6–7. All primary schools in the island took part at both stages. Pupils were tested in both Maltese and English at both ages. In addition extensive data on pupils’ home background was collected at both ages and added to the individual test records. Some 4…
Teacher agency and language mediation in two Maltese preschool bilingual classrooms
This article contributes to the limited research on teacher agency in early bilingual development and education. Through classroom observations and interviews, we examined the differential degrees of agency of two preschool teachers in Malta as they mediated languages in their bilingual classrooms. The teachers’ background and language beliefs, the sociolinguistic context (national and local), as well as the school language policies influenced th…
The Malta Primary Literacy Value‐Added Project
The Malta Primary Literacy Value‐Added study was the outcome of a process of testing and matching at ages 9–10, the pupils in Maltese primary schools who were tested three years earlier, at ages 6–7. All primary schools in the island took part at both stages. Pupils were tested in both Maltese and English at both ages. In addition extensive data on pupils’ home background was collected at both ages and added to the individual test records. Some 4…
Teacher agency and language mediation in two Maltese preschool bilingual classrooms
This article contributes to the limited research on teacher agency in early bilingual development and education. Through classroom observations and interviews, we examined the differential degrees of agency of two preschool teachers in Malta as they mediated languages in their bilingual classrooms. The teachers’ background and language beliefs, the sociolinguistic context (national and local), as well as the school language policies influenced th…
Conceções dos professores portugueses sobre multilinguismo e práticas educativas em salas de aula multilingues
A Europa é uma realidade linguística diversa e heterogénea que enfrenta o desafio de educar uma população cada vez mais multicultural e multilingue. Os professores de língua(s) são atores nesta realidade, promovendo o multilinguismo e integrando a diversidade. Portugal não foge ao paradigma do multilinguismo e as escolas e professores portugueses vão-se adaptando a uma realidade que, não sendo nova, tem novos contornos. Neste artigo, analisam-se …
Parent-child joint reading of digital books in bilingual families in Malta
We examined parent-child shared reading of Maltese and English e-books in four bilingual families. Analysis of the participant videos, questionnaires and semi-structured interview data revealed positive engagement of the participating families, substantiated with three main themes from the participants’ interview accounts: balanced use of e-books and print books, the importance of nurturing child's independence with e-book use, and the unique val…
Teaching and learning in a multilingual Europe
School classrooms within the EU are multilingual learning environments. The diversity of pupils in classrooms raises significant challenges for teachers, but to date, there are no data from large-scale surveys that compare views within and across European countries. A bespoke questionnaire was designed to examine views of current classroom learning environments with respect to the multilingualism. The questionnaire was piloted and subsequently co…
Exploring the Multifaceted Roles of Social Robots in Early Childhood Literacy Lessons
This study investigates the roles of social robots (SRs) in literacy lessons with 25 children aged 5–6, including five with special educational needs, in a Maltese early childhood classroom. Through thematic analysis and grounding in Mead’s symbolic interactionism and Vygotsky’s sociocultural theory, we explored how SRs mediate interactions and influence children’s self-concept development. The NAO6 humanoid robot, programmed to recognize student…
Pedagogy (6 works) · Psychology (5 works) · Sociology (5 works) · Linguistics (4 works) · EFL/ESL Teaching and Learning (3 works) · Literacy (3 works) · Maltese (3 works) · Second Language Learning and Teaching (3 works) · Developmental psychology (2 works) · Geography (2 works)