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Abstract:​ Diploma thesis called​ Pupil with a different mother tongue​ concerns the topic of pupils with a home language different from the language of communication of the country they are in. In the theoretical part, the thesis describes the situation of these pupils in the Czech republic and in the world, especially the topic of bilingualism which reflects the situation of pupils with a different home language which already use the second language in various degrees. Next, it deals with intercultural communication, support of these pupils in school and methods of maintaining both languages (native and second). Practical part is based on observation of bilingual children in a particular Czech school in England, further on analyzed language utterances of children with a different home language and on semi-structured interviews with some bilingual families (children and parents) in England and in the Czech republic. Interviews concern the maintenance of mother language and situations regarding usage of both languages by questioned children in families and in school. The aim of the thesis is to describe the situation of pupils with a different home language in family and in school in England and in the Czech republic and to find out how families deal with maintenance of mother language and which of both...

Die Dissertation befasst sich mit der Verwendung referentieller Ausdrücke im narrativen Diskurs monolingualer und bilingualer Kinder im Russischen und Deutschen. Insgesamt wurden 188 Erzählungen untersucht, elizitiert durch Bildergeschichten von 60 bilingualen und 68 monolingualen Kindern in 3 Altersgruppen (4-, 5- und 6-Jährige). Das Hauptziel der Studie war herauszufinden, wie russisch-deutsch bilinguale Kinder und monolinguale Kinder der jeweiligen Sprachen mit der Wahl der referentiellen Ausdrücke im narrativen Diskurs umgehen und ob ihre Leistung und Entwicklung in Bezug auf die grammatische und pragmatische Verwendung referentieller Ausdrücke für die Einführung, Weiterführung und Wiedereinführung von Referenten ähnlich sind. Die Ergebnisse weisen darauf hin, dass Kinder bereits im Alter von 4 Jahren ein gut ausgebildetes Repertoire an referentiellen Ausdrücken haben und ein gutes Verständnis für deren pragmatische Verwendung sowie für die Unterscheidung zwischen den Informationsstatus von Referenten new (neu), given (gegeben) und accessible (zugänglich) zeigen. Die Verwendung von referentiellen Ausdrücken entwickelt sich bei monolingualen und bilingualen Kindern in der analysierten Altersspanne signifikant, insbesondere in Bezug auf ihre Wahl für die Einführung und Wiedereinführung von Referenten. Trotz teilweise signifikanter Unterschiede in den Altersgruppen monolingualer und bilingualer Kinder zeigen alle Stichproben ähnliche Ergebnisse spätestens im Alter von 6 Jahren, d.h. dass bilinguale Kinder in der Lage sind, im Laufe des Spracherwerbsprozesses bis zu diesem Alter die Referenzsysteme ihrer beiden Sprachen entsprechend zu reorganisieren und referentielle Ausdrücke zielsprachlich zu verwenden. Gleichzeitig verwenden bilinguale Kinder ähnliche referentielle Strategien und zeigen teilweise parallele Entwicklungsmuster in beiden Sprachen. Solche Parallelen sind zum Teil auch zwischen den monolingualen Stichproben im Russischen und Deutschen zu beobachten. / This dissertation deals with the use of referential expressions in the narrative discourse of monolingual and bilingual children in Russian and German. A total of 188 narratives, elicited with picture stories from 60 bilingual and 68 monolingual children in 3 age groups (4, 5, and 6 years of age) were examined. The main aim of the study was to find out how Russian-German bilingual children and monolingual children of the respective languages deal with the choice of referential expressions in narrative discourse and whether their performance and development in terms of grammatical and pragmatic use of referential expressions for introducing, maintaining and reintroducing referents is similar. The results indicate that children already have a well-developed repertoire of referential expressions at age 4 and demonstrate a good understanding of the pragmatic use of referential expressions and of the distinction between different information statuses of referents, defined as new, given, and accessible. The use of referential expressions develops significantly in monolingual and bilingual children in the analyzed age range, especially with regard to the choice of referential expressions for the introduction and reintroduction of referents. Despite partly significant differences within age groups in monolingual and bilingual children, all samples show similar results by age 6 at the latest, i.e., bilingual children are able to reorganize the reference systems of their two languages accordingly during the language acquisition process up to this age and to use referential expressions in a manner that corresponds to the target language. At the same time, bilingual children use similar referential strategies and show partly parallel developmental patterns in their two languages. Such parallels are also observed between monolingual samples in Russian and German to some extent.

<p>This study examines the distribution of adverbs among child heritage speakers of Spanish. As demonstrated by previous research, the grammar of Spanish heritage speakers can be compared to that of monolingual speakers, but with slight differences in their use and interpretation that can occur given their language dominance, usage, and exposition to the heritage language (Camacho & Kirova, 2018). In adverb placement, a relevant difference comes with verb-raising, a syntactic feature that allows the verb (V) to move in the sentence, and that is common in romance languages, but uncommon in morphologically poor languages such as English (Camacho & Sanchez, 2017; Guijarro-Fuentes & Larrañaga, 2011). Other differences in adverb distribution also stem directly from their semantic use and interpretation (Zagona, 2002), differences that may create instances of cross-linguistic influence or transfer between English and Spanish grammars. Hence, this study intends to study the extent to which these phenomena are produced in adverb placement, considering the patterns of language dominance, use, and exposure of the participants and current bilingual research discussing language transfer in bilingual grammars. Hence, an elicited production task was administered to 14 child heritage speakers of Spanish from the U.S. Midwest and to a comparison group, 25 child monolingual Spanish speakers from Mexico. Results suggest that child heritage speakers behave differently in their production of adverb placement compared to monolingual speakers, showing lower accuracy and little use of verb-raising structures that allow them to produce the post-verbal adverb position Sub-Verb-Adv-Obj. These findings suggest a different developmental path in the acquisition of adverb placement for heritage children in comparison to that of monolingual children.</p>