Στην εργασία αυτή εστιάζουμε την προσοχή μας στα ορθογραφικά λάθη που εντοπίσαμε σε εκθέσεις αλλοδαπών μαθητών που φοιτούν στις τρεις τελευταίες τάξεις του ελληνικού δημοτικού σχολείου. Στόχος μας είναι η διερεύνηση των εξωγλωσσικών παραγόντων της καταγωγής των αλλοδαπών μαθητών, της περιοχής όπου διαβιούν, του φύλου και της ηλικίας τους στην ανάπτυξη της ορθογραφικής τους ικανότητας στην ελληνική γλώσσα. / In this paper we focus our attention on spelling errors we found in writings of immigrant pupils who study at the three last classes of primary greek school. Our aim is to research the impact of exoglossic parametres, such as the pupil's origin, the region of their living, the puppil's gender and their age, on the development of their spelling capacity in greek language.

The overall aim of this licentiate thesis is to increase knowledge of the special educators’ professional role and work in relation to special educational support for recently arrived immigrant pupils. The need for the study is motivated by the immigrant pupils’ low achievement of goals and schools responsibility to adapt education to each pupil’s needs in a school for all. The first study examines special educators’ role and work in relation to special educational support for recently arrived immigrant pupils and the professional group's view of the reasons for special educational support for these pupils. The results are based on responses in a questionnaire directed to 483 special educators. The results show that the special educators state that the reasons why recently arrived immigrant pupils are in need of special educational support are that the knowledge requirements are too difficult for the pupils to achieve or that the pupils have individual shortcomings. The occupational group's tasks consist of administrative work and the development of learning environments. According to the special educators, most often class and subject teachers and mother tongue tutors provide special educational support. The special educators collaborate to the greatest extent with class and subject teachers and with the pupils, while they want more collaboration with mother tongue tutors. The results of the study are interpreted and discussed based on Abbott's theory (1988) reasoning about professional groups’ claims of jurisdiction, Persson's (1998) categorical and relational perspectives and Hughes' (1958) concept of dirty work. In the second study, free text answers (n = 451) from the questionnaire are examined, where the special educators describe how they and their schools have developed learning environments for recently arrived immigrant pupils in need of special educational support. The free text answers are analyzed using a qualitative content analysis (Hsieh & Shannon, 2005). This analysis is then theorized based on Skrtics´ (1991; 2005) concepts of the school system to interpret obstacles and opportunities in the development of the learning environments. The results show that the development have mainly taken place through general adaptations (one size fits all solutions), language-adapted solutions and special solutions. The analysis based on Skrtics’ concepts shows how the machine and professional bureaucracy can act as an obstacle to the development of learning environments for recently arrived immigrant pupils in need of special educational support. The thesis helps to bring together the results from the two studies. A developed contextualization is made, and the results from the two studies are discussed in relation to previous research and theoretical points of departure. Abbott's (1988) reasoning on claims of jurisdiction and Skrtics’ conceptions of the school system (1991; 2005) are combined to get a deeper understanding of the deadlocks that may exist in the bureaucratic system.

The master thesis focuses on education of immigrant pupils in Czech and Maltese schools. The aim of the thesis was to describe what particular measures the schools choose and what methods the teachers use to alleviate the impact of the language barrier in both environments and then to compare the results between each other. The research is of qualitative nature, with the research strategy being a multiple case study. The data collection was realised through observations in class, interviews with the school leadership, teachers and pupils and the analysis of digitalized materials. The case is represented by a particular school and the research was conducted at two schools in Czech and two schools in Maltese environment. The thesis consists of theoretical and practical part. The theoretical part aims its attention at the themes of appropriate approach towards the education of immigrant pupils, explanation of the Maltese education system, legislation of both countries on the issue of education of immigrant pupils and the theme of teacher training focused on education of these pupils provided at the Faculty of Education of Charles University. The practical part then develops the themes elaborated in the theoretical one and it mentions what findings the survey discovered. Last chapter of the thesis...

Theoretical part follow up possibilities of a teacher in self-education of students with Czech as a second language problematic as well as preparation for entry to class for students with Czech as a second language and their teachers as their mission should be to create welcoming climate in the class. I also describe the key terms in field of students with Czech as a second language in Czech Republic and Finland as well. In the practical part I prepare questionnaires for teachers with the goal to identify the level of awareness on this issue, which I deepen via subsequent interviews with selected teachers. Based on personal experience from an internship in Finland than the findings from interviews and study of available literature to prepare a workshop for teachers. I would also like to prepare a variety of examples of good practice and inspiration for teachers. KEYWORDS inclusion, individuality, teacher, respect, environment, group integration, immigrant pupils, pupil with a different mother tongue, multicultural education, primary/elementary school, education in Finland, inspiration for teachers, workshop