. "Kosteleck\u00FD, Tom\u00E1\u0161" . "Neuveden" . "RIV/00216208:11410/13:10188867" . "\u017D\u00E1ci-cizinci v z\u00E1kladn\u00EDch \u0161kol\u00E1ch : Fakta, anal\u00FDzy, diagnostika"@cs . "Kohnov\u00E1, Jana" . . . "I, P(GA13-32373S), P(IAA700280802)" . . . . "Vojt\u00ED\u0161kov\u00E1, Kate\u0159ina" . . . "179"^^ . "V \u010Desk\u00FDch z\u00E1kladn\u00EDch \u0161kol\u00E1ch se zv\u011Bt\u0161uje pod\u00EDl \u017E\u00E1k\u016F-cizinc\u016F. Ti nejsou rozm\u00EDst\u011Bni rovnom\u011Brn\u011B, ale jsou v\u00FDrazn\u011B koncentrov\u00E1ni do Prahy. Cizinci tak v Praze v roce 2010 p\u0159edstavovali v\u00EDce ne\u017E 6 % ze v\u0161ech \u017E\u00E1k\u016F z\u00E1kladn\u00EDch \u0161kol. V n\u011Bkter\u00FDch m\u011Bstsk\u00FDch \u010D\u00E1stech prakticky \u017E\u00E1dn\u00ED cizinci v z\u00E1kladn\u00EDch \u0161kol\u00E1ch nejsou, v jin\u00FDch m\u011Bstsk\u00FDch \u010D\u00E1stech pod\u00EDl cizinc\u016F v z\u00E1kladn\u00EDch \u0161kol\u00E1ch p\u0159es\u00E1hnul 10 %. Rozhovory s pedagogick\u00FDmi pracovn\u00EDky uk\u00E1zaly, \u017Ee za\u010Dle\u0148ov\u00E1n\u00ED \u017E\u00E1k\u016F-cizinc\u016F do \u0161kol je problematika aktu\u00E1ln\u00ED. Nejv\u011Bt\u0161\u00ED pot\u00ED\u017Ee zp\u016Fsobuje syst\u00E9m financov\u00E1n\u00ED pr\u00E1ce s cizinci ve \u0161kol\u00E1ch a nedostate\u010Dn\u00E1 p\u0159\u00EDprava u\u010Ditel\u016F na tuto roli. Ve snaze napomoci integraci \u017E\u00E1k\u016F-cizinc\u016F do \u0161kol jsme vyvinuli diagnostick\u00FD test \u010De\u0161tiny pro \u017E\u00E1ky-cizince testuj\u00EDc\u00ED znalosti ve \u010Dty\u0159ech \u0159e\u010Dov\u00FDch dovednostech: \u010Dten\u00ED s porozum\u011Bn\u00EDm, poslech s porozum\u011Bn\u00EDm, \u00FArove\u0148 psan\u00E9ho textu a \u00FArove\u0148 verb\u00E1ln\u00ED komunikace. Pilotn\u00ED studie pou\u017E\u00EDvaj\u00EDc\u00ED diagnostick\u00FD test na vzorku 153 \u017E\u00E1k\u016F pra\u017Esk\u00FDch z\u00E1kladn\u00EDch \u0161kol odhalila \u0159adu informac\u00ED o tom, jak\u00FDm zp\u016Fsobem si \u017E\u00E1ci-cizinci v z\u00E1kladn\u00EDch \u0161kol\u00E1ch osvojuj\u00ED \u010De\u0161tinu, a jak\u00E9 faktory tento proces ovliv\u0148uj\u00ED. Nejv\u011Bt\u0161\u00ED vliv na schopnost pou\u017E\u00EDvat \u010De\u0161tinu m\u00E1 d\u00E9lka pobytu d\u00EDt\u011Bte v \u010Cesk\u00E9 republice - \u017E\u00E1ci maj\u00ED t\u00EDm lep\u0161\u00ED znalosti \u010De\u0161tiny, \u010D\u00EDm d\u00E9le \u017Eij\u00ED v \u010Cesk\u00E9 republice. Z\u00E1vislost mezi d\u00E9lkou pobytu v \u010Cesk\u00E9 republice a stupn\u011Bm znalosti \u010De\u0161tiny v\u0161ak nem\u00E1 line\u00E1rn\u00ED charakter. S prodlu\u017Euj\u00EDc\u00ED se d\u00E9lkou pobytu v \u010Cesk\u00E9 republice se znalosti \u010De\u0161tiny nejprve zlep\u0161uj\u00ED velice rychle, pozd\u011Bji u\u017E pokrok tak rychl\u00FD nen\u00ED. S rostouc\u00ED d\u00E9lkou pobytu v \u010Cesk\u00E9 republice se postupn\u011B st\u00EDraj\u00ED i zprvu znateln\u00E9 rozd\u00EDly mezi jednotliv\u00FDmi skupinami - nap\u0159\u00EDklad mezi d\u00EDvkami a chlapci. Druh\u00FD kl\u00ED\u010Dov\u00FD faktor je etnick\u00E1 skupina: d\u011Bti p\u016Fvodem z Asie nemaj\u00ED p\u0159i p\u0159\u00EDjezdu do \u010Cesk\u00E9 republiky prakticky \u017E\u00E1dnou znalost \u010De\u0161tiny a na z\u00EDsk\u00E1n\u00ED alespo\u0148 z\u00E1klad\u016F jazyka pot\u0159ebuj\u00ED v\u00EDce \u010Dasu ne\u017E \u017E\u00E1ci ze slovansky mluv\u00EDc\u00EDch zem\u00ED, kter\u00FDm jde u\u010Den\u00ED \u010De\u0161tiny zprvu velmi rychle. Rozd\u00EDly mezi d\u011Btmi r\u016Fzn\u00E9ho etnick\u00E9ho p\u016Fvodu se ov\u0161em v \u010Dase postupn\u011B zmen\u0161uj\u00ED."@cs . "\u017D\u00E1ci-cizinci v z\u00E1kladn\u00EDch \u0161kol\u00E1ch : Fakta, anal\u00FDzy, diagnostika" . "language skills; Czech Republic; Czech language; Foreign pupils"@en . "Univerzita Karlova v Praze. Pedagogick\u00E1 fakulta" . "The number of foreign pupils in Czech primary schools increases. They are not spread out evenly but they are chiefly present in Prague where they represented more than 6 % of all primary school pupils. While in some districts there are practically no foreigners in primary schools, in other districts the share of foreigners exceeds 10 %. Interviews with teachers proved that schools considered the integration of foreign pupils in Czech schools as a problem. The key issue is inadequacy of the funding system for work with foreigners and the lack of training of the teachers for this role. In order to help to facilitate the integration of foreign pupils into school the research team developed a diagnostic test for foreign pupils that assessed the level of knowledge of the children in four language skills: reading comprehension, listening comprehension, written text and verbal communication. The pilot study using the diagnostic test on the sample of 153 pupils from Prague primary schools shed light on factors that influence the process of language acquisition. The most important factor is the length of stay in the Czech Republic. The relationship between length of stay in the country and the level of knowledge of the Czech language is not linear. As the length of stay in the country increases, the knowledge of Czech first improves very quickly, it then slows down and doesn't progress so fast. With each added year of stay in the Czech Republic, the initially strong differences between various groups disappear. The test results show that the process of learning Czech is significantly influenced by the ethnicity: children of Asian origin had virtually no knowledge at all of Czech upon arrival to the Czech Republic and they needed more time to obtain at least basic language skills than students from Slavic countries, who were learning Czech at first very quickly. However, the differences between children of various ethnic origins progressively diminished over time."@en . . "117742" . . "Kosteleck\u00E1, Yvona" . "RIV/00216208:11410/13:10188867!RIV14-GA0-11410___" . "11410" . "Foreign Pupils in Czech Elementary Schools: Facts, Analyses, Diagnostics"@en . "179"^^ . "Pokorn\u00E1, Kate\u0159ina" . . "V \u010Desk\u00FDch z\u00E1kladn\u00EDch \u0161kol\u00E1ch se zv\u011Bt\u0161uje pod\u00EDl \u017E\u00E1k\u016F-cizinc\u016F. Ti nejsou rozm\u00EDst\u011Bni rovnom\u011Brn\u011B, ale jsou v\u00FDrazn\u011B koncentrov\u00E1ni do Prahy. Cizinci tak v Praze v roce 2010 p\u0159edstavovali v\u00EDce ne\u017E 6 % ze v\u0161ech \u017E\u00E1k\u016F z\u00E1kladn\u00EDch \u0161kol. V n\u011Bkter\u00FDch m\u011Bstsk\u00FDch \u010D\u00E1stech prakticky \u017E\u00E1dn\u00ED cizinci v z\u00E1kladn\u00EDch \u0161kol\u00E1ch nejsou, v jin\u00FDch m\u011Bstsk\u00FDch \u010D\u00E1stech pod\u00EDl cizinc\u016F v z\u00E1kladn\u00EDch \u0161kol\u00E1ch p\u0159es\u00E1hnul 10 %. Rozhovory s pedagogick\u00FDmi pracovn\u00EDky uk\u00E1zaly, \u017Ee za\u010Dle\u0148ov\u00E1n\u00ED \u017E\u00E1k\u016F-cizinc\u016F do \u0161kol je problematika aktu\u00E1ln\u00ED. Nejv\u011Bt\u0161\u00ED pot\u00ED\u017Ee zp\u016Fsobuje syst\u00E9m financov\u00E1n\u00ED pr\u00E1ce s cizinci ve \u0161kol\u00E1ch a nedostate\u010Dn\u00E1 p\u0159\u00EDprava u\u010Ditel\u016F na tuto roli. Ve snaze napomoci integraci \u017E\u00E1k\u016F-cizinc\u016F do \u0161kol jsme vyvinuli diagnostick\u00FD test \u010De\u0161tiny pro \u017E\u00E1ky-cizince testuj\u00EDc\u00ED znalosti ve \u010Dty\u0159ech \u0159e\u010Dov\u00FDch dovednostech: \u010Dten\u00ED s porozum\u011Bn\u00EDm, poslech s porozum\u011Bn\u00EDm, \u00FArove\u0148 psan\u00E9ho textu a \u00FArove\u0148 verb\u00E1ln\u00ED komunikace. Pilotn\u00ED studie pou\u017E\u00EDvaj\u00EDc\u00ED diagnostick\u00FD test na vzorku 153 \u017E\u00E1k\u016F pra\u017Esk\u00FDch z\u00E1kladn\u00EDch \u0161kol odhalila \u0159adu informac\u00ED o tom, jak\u00FDm zp\u016Fsobem si \u017E\u00E1ci-cizinci v z\u00E1kladn\u00EDch \u0161kol\u00E1ch osvojuj\u00ED \u010De\u0161tinu, a jak\u00E9 faktory tento proces ovliv\u0148uj\u00ED. Nejv\u011Bt\u0161\u00ED vliv na schopnost pou\u017E\u00EDvat \u010De\u0161tinu m\u00E1 d\u00E9lka pobytu d\u00EDt\u011Bte v \u010Cesk\u00E9 republice - \u017E\u00E1ci maj\u00ED t\u00EDm lep\u0161\u00ED znalosti \u010De\u0161tiny, \u010D\u00EDm d\u00E9le \u017Eij\u00ED v \u010Cesk\u00E9 republice. Z\u00E1vislost mezi d\u00E9lkou pobytu v \u010Cesk\u00E9 republice a stupn\u011Bm znalosti \u010De\u0161tiny v\u0161ak nem\u00E1 line\u00E1rn\u00ED charakter. S prodlu\u017Euj\u00EDc\u00ED se d\u00E9lkou pobytu v \u010Cesk\u00E9 republice se znalosti \u010De\u0161tiny nejprve zlep\u0161uj\u00ED velice rychle, pozd\u011Bji u\u017E pokrok tak rychl\u00FD nen\u00ED. S rostouc\u00ED d\u00E9lkou pobytu v \u010Cesk\u00E9 republice se postupn\u011B st\u00EDraj\u00ED i zprvu znateln\u00E9 rozd\u00EDly mezi jednotliv\u00FDmi skupinami - nap\u0159\u00EDklad mezi d\u00EDvkami a chlapci. Druh\u00FD kl\u00ED\u010Dov\u00FD faktor je etnick\u00E1 skupina: d\u011Bti p\u016Fvodem z Asie nemaj\u00ED p\u0159i p\u0159\u00EDjezdu do \u010Cesk\u00E9 republiky prakticky \u017E\u00E1dnou znalost \u010De\u0161tiny a na z\u00EDsk\u00E1n\u00ED alespo\u0148 z\u00E1klad\u016F jazyka pot\u0159ebuj\u00ED v\u00EDce \u010Dasu ne\u017E \u017E\u00E1ci ze slovansky mluv\u00EDc\u00EDch zem\u00ED, kter\u00FDm jde u\u010Den\u00ED \u010De\u0161tiny zprvu velmi rychle. Rozd\u00EDly mezi d\u011Btmi r\u016Fzn\u00E9ho etnick\u00E9ho p\u016Fvodu se ov\u0161em v \u010Dase postupn\u011B zmen\u0161uj\u00ED." . . "\u0160imon, Martin" . . . . "Praha" . "7"^^ . . "\u017D\u00E1ci-cizinci v z\u00E1kladn\u00EDch \u0161kol\u00E1ch : Fakta, anal\u00FDzy, diagnostika" . . "\u017D\u00E1ci-cizinci v z\u00E1kladn\u00EDch \u0161kol\u00E1ch : Fakta, anal\u00FDzy, diagnostika" . . . . "\u017D\u00E1ci-cizinci v z\u00E1kladn\u00EDch \u0161kol\u00E1ch : Fakta, anal\u00FDzy, diagnostika"@cs . . "[598C8269DC86]" . "Tom\u00E1\u0161ov\u00E1, Michaela" . . "4"^^ . "Foreign Pupils in Czech Elementary Schools: Facts, Analyses, Diagnostics"@en . "978-80-7290-630-7" .