Academic literature on the topic 'Pupils foreigners'

The article deals with the concept of «soul» from the methodological point of view: the effectiveness of its analysis at the Russian language lessons for the formation of linguistic, communicative and cultural competences in fifth class while studying the topic «Phraseologisms». The author shows that the complex analysis of the concept «soul» forms systemic thinking among pupils effectively and also teaches them to use the communicative and aesthetic means of the Russian language. The author emphasized that attention to the fact that it is important to explain to pupils the «mysterious Russian soul» in the perception of foreigners, because in their languages there's not so much meanings of the word «soul»

The article presents the results of observations of phonetic mistakes made by pupils and students from Ukraine who study the Polish language. The article contains analysis of the cause of these mistakes as well as recommendations for their elimination and prevention. In the course of the study, there has been considered experience of leading Polish and Ukrainian Polonists, including Alla Kravchuk and Jan Miodek. The article may be useful for teachers (lecturers) of the Polish language

This contribution deals with foreign immigrant children/youths and their integration into the Czech society; it focuses upon the issue that has so far been rather terra incognita in Czechia. The paper brings results of a research on the integration process of two groups of foreign children/youths. Data/information come from a questionnaire survey in 13 selected schools (a sort of quota sampling method was applied). Altogether 45 post-Soviets (mostly Russians and Ukrainians) and 35 Asians (Vietnamese and Chinese) aged between 10 and 18 who migrated to Czechia in the years 1991-2001, i.e. the so called "1.5 generation", and currently live and attend basic or secondary schools in Prague were contacted. A control group of 47 Czech pupils/students was juxtaposed to the given foreigners. The data was analysed by Chi-square test, correlate analysis and factor analyses and the whole set of various aspects related to immigrants' integration into the Czech society (from their success in schools to their complex satisfaction with their integration into the Czech society) are presented and commented upon.

The joint education of children, pupils and students from a different cultural background within mainstream education is one of the Czech Ministry of Education, Youth and Sports’ priorities. Laws in force guarantee children’s right to so-called support measures, which help to overcome their disadvantages. In our research survey, our objective is to chart the improvement in conditions promoting equal opportunities in the education of children from a different cultural background. The primary documents analysed were legislative and curricular documents, programmes and projects at a national and European level. We have modelled the entire topic on the example of supporting children from a different cultural background; children of foreigners, or children with a different mother tongue who live in the Czech Republic, and on the example of supporting Czech children living in EU countries, visiting European schools which provide a multilingual and multicultural education. Keywords: Pupils from a different cultural background, legislative documents, different mother tongue, European School.

<p class="AbstractText">This work studied the entrepreneurial aspirations of 3,987 adolescents regarding self-employment and the influence of gender, age, nationality, type of school, location of the school, educational level and performance. The Logit model is used to analyze the data. The results indicate that the pupils’ aspirations to be self-employed increase in the case of foreigners, of studying in a state school, of having a lower educational level and of demonstrating a low academic performance. The results were not statistically significant for the gender and age variables. The curriculum and guidance programmes need to promote a spirit of entrepreneurship and creativity in young people<strong>.</strong></p>

This study aims to analyze the implications of linguistic mediation processes and educational proactivity in schools for the socio-educational adaptation of immigrant students. The study is based on empirical research and the perspectives of the main actors: the immigrant students themselves. To this end, a non-experimental and descriptive quantitative methodology was used. The sample consisted of 100 students of foreign origin enrolled in an Italian school located in a typical socio-cultural environment. The results show significant differences in linguistic mediation and socio-educational variables and differences in expectations of progress and social adaptation of students born outside Italy vis-a-vis students who, although born in Italy, are still considered foreigners. It will also analyze teaching proactivity as a communication facilitator for first-generation immigrant pupils born outside Italy. In conclusion, it is noted that, to favor multicultural environments where all students, regardless of their origin, feel accepted, integrated, and welcomed, it is necessary to utilize all available resources to promote improvements in teaching-learning processes and strengthen social relations.

Since 1987 the tests of reading comprehension at the lower vocational and secondary school level include a dozen communicative assignments. The languages concerned are French, German, English and Spanish. These assignments have the following characteristics: - the texts differ in length: they are shorter than the traditional texts; - the texts are printed in their original lay-out; - their is a large variety in types of text; - the texts are 'consumer-texts': foreigners will probably come into contact with such texts during their stay in the country where the object language is spoken; - there is usually only one question per text; - the questions are meant to call up language performance that goes with a given type of text in reality; i.e. they tie in with the reading objective that is most functional; Cito (the Dutch national institute for educational measurement) has done research into the possibilities of including communicative assignments in the exams at the higher levels of secondary education. Basic principles have been laid down and a comparison with the assignments at lower levels has been made. Experimental tests have been constructed; they have been taken by pupils at the levels concerned. The psychometric data have not been such that a decision on implementation could be made. Further research and decisions will be necessary.

Education in bilingual schools aims to equip learners with balanced bilingualism, increased (bi)cultural capital and a global mindset. Nevertheless, in a growing number of countries only local children attend such institutions, where foreign teachers are the almost exclusive manifestations of ‘globalness’. Dynamics among foreign and local teachers and students shape learners’ attitudes, their learning outcome and identity formation to an unexpected degree. This often produces unhealthy perceptions and behaviour towards among the groups and the taught languages as well, eventually students not benefiting from bilingual education to the expected extent, if at all. One of the oldest and one of the newest bilingual schools in Ulaanbaatar, Mongolia, were observed for this study. Local and foreign teachers of these schools contributed with their experiences in the form of unstructured interviews, while classroom observations shed light on students’ attitudes. The findings reveal that students respect local educators more and display more respect and discipline with them. However, pupils are usually more emotionally attached to foreign teachers, confiding in them and seeking their company on a daily basis, yet refusing to be disciplined and to study for their classes. Students’ unbalanced attitudes towards the two groups of teachers generated unease between the educators as well. This paradox created an unhealthy milieu in the schools and discouraged the development of a healthy perspective on (foreign) languages and identity. Teachers’ attitudes further compromised learners’ behaviour, as local educators stressed nationalism, while foreigners pressed towards the development of a more global mentality. Unfortunately, as none of the institutions had any policies to address this dilemma, eventually students developed behaviours contrary to the intended by the schools.

Abstract In Charlotte Brontë’s Villette, a number of foreigners at various points express their amazement or admiration of the behaviour of Englishwomen, who, like the novel’s narrator Lucy Snowe, travel alone, visit public places unchaperoned and seem on the whole to lead much less constrained lives than their Continental counterparts. This notion was apparently quite widespread at this time, as the readings of various Victorian texts confirm – they often refer to the independence Englishwomen enjoyed, sometimes with a note of caution but often in a self-congratulatory manner. Villette, the novel which, similarly to its predecessor, The Professor, features a Protestant protagonist living in a Catholic country, makes a connection between Lucy’s Protestantism and her freedom, considered traditionally in English political discourse to be an essentially English and Protestant virtue. However, as the novel shows, in the case of women the notion of freedom is a complicated issue. While the pupils at Mme Beck’s pensionnat have to be kept in check by a sophisticated system of surveillance, whose main purpose is to keep them away from men and sex, Lucy can be trusted to behave according to the Victorian code of conduct, but only because her Protestant upbringing inculcated in her the need to control her desires. The Catholics have the Church to play the role of the disciplinarian for them, while Lucy has to grapple with and stifle her own emotions with her own hands, even when the repression is clearly the cause of her psychosomatic illness. In the end, the expectations regarding the behaviour of women in England and Labassecour are not that much different; the difference is that while young Labassecourians are controlled by the combined systems of family, school and the Church, young Englishwomen are expected to exercise a similar control on their own.

Lancés sur les routes de l’exil, suite au génocide de 1915 perpétré par le gouvernement JeuneTurc, les réfugiés arméniens sont à la recherche d’un territoire susceptible de les accueillir.Après un exode qui a duré plusieurs années, et qui les a conduits dans les pays de la péninsule balkanique et dans tout le Proche-Orient, certains font le choix de la France. C’est en 1922 ou 1923 (selon les sources) que les premiers réfugiés arrivent à Valence. D’autres leur emboîtent le pas les années suivantes. Mon étude tente de mettre en évidence les parcours migratoiresdes familles arméniennes valentinoises et des enfants scolarisés, depuis leurs lieux d’origine jusqu’à Valence. Plusieurs vagues migratoires, plus ou moins longues selon la durée de déplacements des populations, et parfois simultanées ou enchevêtrées, se succèdent. Très souvent, l’itinéraire, qui a conduit les familles arméniennes dans la cité drômoise, n’a pas été direct depuis leur débarquement à Marseille, mais jalonné d’étapes, qui sont autant de marqueurs des situations socio-économiques rencontrées avant leur installation à Valence, parfois définitive pour de nombreuses familles. Mon étude tente également de faire apparaîtreles différents parcours scolaires effectués au sein de l’école française. Dès les premières arrivées, les enfants entrent à l’école primaire et suivent des parcours variés, même si, pour les premiers arrivants, la préoccupation au sortir de la scolarité obligatoire reste l’obtention immédiate d’un emploi. Les parcours au sein d’un enseignement organisé en deux filièresprincipales et socialement inégalitaires ne sont pas simples et des difficultés diverses se dressent, amenant certains à abandonner soit leurs études secondaires, soit à se maintenir au sein de l’école primaire. Le système scolaire accueille ces enfants et l’enjeu linguistique passe au premier plan. D’autres élèves y mènent un parcours brillant. Sous l’influence de lasituation socioéconomique locale, les familles arméniennes opèrent des choix pour leurs enfants et des comportements se dessinent. Si pour certaines, le système scolaire doit permettre une émancipation et l’apprentissage d’un métier, au travers des professions d’ouvriers qualifiés ou de techniciens mais aussi d’emplois de bureau, pour d’autres, la reprise d’une affaire commerciale familiale ou l’apprentissage d’une profession artisanale s’impose. Le passage par l’école obligatoire permet d’atteindre un niveau linguistique plus sûr, mais aussi une qualification plus importante, qui enrichit l’affaire familiale. La destinée familiale a très souvent tracé un avenir scolaire aux enfants de la seconde génération, revu à l’âge adulte avec de nouvelles opportunités professionnelles
Launched on the exile roads, after the 1915 genocide caused by the Jeune-Turc government, the Armenian refugees were in search of a territory open to welcome them. After an exodus which lasted several years and led them into the Balkan States and the whole Near East, some of them made the choice of France. The first refugees turned up in Valence in 1922 or 1923 (itdepends on the pieces of information). Others followed a few years later. My study attempts to show the Armenian families and children’s geographical routes, from their places of origin to Valence. Several more or less varied waves of immigrants occurred. Very often, the trip from Marseille to the “Cité drômoise” was not straight. The different stages of their French itinerary appear as markers of their varied social and economic conditions before their arrival in Valence. My contribution will also attempt to show the different school careers they made in French schools. As soon as the first arrived, children were sent to primary school and had varied school careers, even if labor remained a priority at the end of their compulsory education. The school careers in the two main educational profiles- socially unequal- were not simple and many pupils had difficulties in completing their primary or secondary schooling. The French school welcomed these foreign pupils and the acquisition of the French language was the most important issue. Other pupils had outstanding courses. Affected by the local socio-economic circumstances, the Armenian families made choices for their children. For some of them, school had to promote the learning of a trade, as skilled labourers, technicians or office workers. Others expected their children to continue the family business. Compulsory schooling promoted the acquisition of the French language but also increased the qualification levels. The Armenians wanted a future for their children and resigned themselves to the choices of their parents. After their teenage years, their professions changed and the families’ destinies advanced with new career opportunities

My diploma paper is focused on integration of foreigners' children into education at grammar schools. The aim of my paper is to theoretically explain in more detailed way social and pedagogic aspects of foreigner's integration in connection to their integrity into educational system. And on the basis of exploration I want to examine readiness of schools for integration of pupils - foreigners into educational program at grammar schools in regional town Ústí nad Labem. My diploma paper is divided into two parts - theoretical and empirical parts. The first theoretical part of my diploma paper is focused on general theoretical approach to foreigners' and integration policy of the European Union and last but not least to the development of migration in the territory of the Czech Republic. It is focused on education of children of foreigners, particularly to its legal basis in Czech law and to inclusive education which is understood to be higher level of integration. The last part is dedicated to integration of foreigners' children itself. I worked out an examination project which is in the empirical part. This project is focused to examination of readiness of basis schools in Ústí nad Labem for presence of foreigners' children into schools and readiness of these schools to integrate these children with...

The number of foreigners moving to the Czech Republic has been raising in the past decade. Education of foreigners' children at lower secondary school is inevitable, because this level is obligatory for children aged six to fifteen, or eighteen in some cases. The aim of this thesis is to focus on education of foreign children at lower secondary level and to survey educational material provided by organizations. These materials should be helpful when integrating foreigners or teaching about migration. The practical part is a case study in which there is everything about how the particular school works with foreigners. The approach of teachers to these children is also illustrated there. The thesis reveals whether the teachers are ready for teaching foreign children who speak different mother tongue; it also evaluates the contribution of the school to integrating the children to the society.

This thesis deals with pupils foreigners in Czech language lessons at the first stage of primary school, specifically it focuses on pupils with Ukrainian mother tongue and on pupils with Vietnamese mother tongue. The thesis is divided into two parts, theoretical and practical. In the theoretical part, the basic facts related to the education of pupils foreigners are described, including the most frequent mistakes which Ukrainians and Vietnamese make, regardless of their age group. The practical part is processed using qualitative research, which defines the research group of Ukrainian foreign pupils and the research group of Vietnamese pupils foreigners from the first stage of several primary schools. The most common mistakes in Czech made by members of each research group are analysed through continuous observation. These errors are further compared with the literature and also in between the two groups. The approach of the teachers to these two groups of pupils foreigners is also evaluated. KEYWORDS pupils foreigners, mistakes in Czech, Czech language, Vietnamese, Ukrainians

This thesis deals with the theme of integration and education of foreign pupils at primary schools. Further, it presents the findings which are connected with this theme. It focuses on classification of challenges and problems which can occur when the pupil starts to attend a school in a foreign country, and tries to find possible solutions and preventive measures as well. It has been confirmed that teachers see positive contribution of a foreign pupil in the class but they also admit and express concerns about insufficient preparedness and the lack of materials for work with the foreign pupils. The empirical part of this paper analyses three case studies which have been made thanks to observation of the foreign pupils and thanks to interviews with their class teachers. This part also concerns with teachers' opinions and their view of the challenges that are brought up by the presence a foreign pupil. The outcome of the thesis is a set of sample work sheets intended for foreign pupils. These worksheets are compatible with the textbooks for teaching Czech language which are commonly used at primary schools. Key words Integration, second language pupils, foreign pupils, students-foreigners, adaptation, intercultural education, inclusion, cultural differences, multicultural education,...

This thesis deals with teaching Czech as a second language for pupils with a different mother tongue at primary school. Collects and presents professional findings on this topic. Diploma thesis explains the difference between Czech as a second language and Czech as a foreign language and compares them. The thesis examined what is necessary when the teacher is planning the lesson. Further, describes in detail the various materials and textbook Domino 1 in terms of a beginning teacher of Czech for foreigners. In the practical part of the thesis submitted to analyse three topics. Based on this analysis and complete analysis of theoretical knowledge, textbooks, and materials originated recommendations for a beginning teachers. The thesis also deals with a utility of textbooks of Czech as a second language in a regular classroom. The practical part includes ideas for games in a lesson or samples of worksheets. The result of the work is to evaluate teaching materials and sample other tools that can be used in the Czech lessons for foreigners. KEYWORDS Pupil - foreigner, Czech as a foreign language, Czech as a second language, teaching foreigners, working with foreign pupils, integration, pupil with a different mother tongue, cultural differences, primary school, textbook

EXNEROVÁ, Marie. The Issue of Integration of Foreign Pupils with Focusing on Their Origin Country. Prague, 2014. Diploma thesis. UK, PedF. The aim of this thesis is to analyze and evaluate the current situation of the integration in the Czech education system focusing on the issues and specifics inclusion of foreign pupils and on consideration of the impact of pupils' country of origin on the process. The theoretical part of diploma thesis mentions the reasons for the integration of foreigners. Moreover, it highlights why and from where they are coming to the Czech Republic. It captures the current legislation and the rights of foreigners who want to settle permanently in the Czech Republic. Further, it shows the analysis of different ways of educating pupils with special needs, the placement of foreign pupils at Czech elementary schools and intercultural differences, which may have impact on pupils' integration. The practical part focuses on comparing the available theoretical knowledge and the everyday reality of Czech teachers who teach foreign pupils and can work on their daily practice. Based on the comparison of theoretical and practical knowledge the author explains the personal point of view on the integration of foreign pupils and suggests some ideas how to overcome mentioned shortcomings....

This diploma thesis focuses on integration of pupils with different maternal language to Czech primary schools. It concludes legislation of integration of foreign pupils in the Czech Republic. It suggests methodology and activities that can help foreign pupils to integrate to Czech school environment. It describes unsuccessful proces of integration as well. Practical part of this thesis is a case study that describes conception of integration in concrete primary school. KEY WORDS Integration of pupils with different maternal language, adaptation to different socio- cultural environment, individual approach, methodology of integration, inslusion, foreign pupil, Czech as the second language

The thesis is focused on several areas related to the education of foreigners in primary schools. The theoretical part of the thesis focuses on particular areas of children bilingualism and multicultural education. The legislative framework and the statistics of foreigners in the Czech Republic, which is closely related to the area is deeply analyzed. The last chapter discussed options and recommendations to assist the integration of foreign pupils in primary schools. The research part of the thesis deals with the approaches and experience of teachers with education of pupils-foreigners, the relationship with the children-foreigners to the particular school in the Czech Republic and their level of Czech language and attitude towards it. Key words Education of foreigners, bilingualism, multicultural education, pupil-foreigner, inclusion, mother language, second language, primary school

The diploma thesis deals with intervention approaches used in the educational system of foreigners and pupils of younger school age with a different mother tongue. It focuses on the position of pupils with a different mother tongue in the Czech educational system and their schooling. It also refers to the concept of migration and presents the current legislation applied in the education of pupils with a different mother tongue. The thesis introduces the organizations that provide support to children with a different mother tongue during their primary school studies. It also mentions support, supporting measures, intervention approaches and strategies for an inclusive approach. The diploma thesis describes through interviews, examples of inspiring practice and case studies the intervention approaches to primary school pupils with a different mother tongue. KEYWORDS Pupil with different mother tongue, pupil foreigner, inclusion, migration, intervention, support measures.