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The thesis deals with the issue of integrating foreign pupils. Especially by creating socio- cultural competence in the Czech environment. It is primarily aimed at the primary school environment and second grade pupils. It consists of two parts. The theoretical section defines the concept of socio-cultural competence and puts it in a broader context. It also deals with a foreign pupil and the acquisition of a foreign language. Las, but not least, it represents a set of factors that are crucial to the acquisition of a foreign pupil's socio-cultural competence. The Common European Framework of Reference and its individual levels are also presented. A qualitative research investigation is described n the practical section. The aim of the investigation is to answer the main research question, namely: How is the socio-cultural competency of a foreign pupil in a Czech school created? A semi-structured interview method was chosen for research. Respondents were selected on the basis of defined criteria. Through their testimony, it was concluded that specific situations were to be taken into account when working with a foreign pupil. Furthermore, the hypothesis that the educator is one of the most powerful factors influencing the process of acquiring a foreign pupil's socio-cultural competence in a school...

L'objectif de cette recherche consiste à postuler les effets de l'intégration des TIC dans l 'apprentissage du FLE au Soudan, à partir d'une étude de cas des étudiants de FLE de l'Université de Nyala (état du Sud Darfour). L'hypothèse principale porte sur l'usage des TIC en classe de FLE soudanaise comme facteur de maîtrise de la langue française et d'initiation à la culture française par une modification du rapport aux savoirs. La méthodologie croisée comprend 1) une enquête qualitative préliminaire auprès d'enseignants sur leurs usages des TIC ; 2) un questionnaire (N = 220 ; population exhaustive des étudiants en FLE de Nyala) ; 3) une étude comparée de pratiques de classes sans/avec usage des TIC (2112 séquences ; classe en semestre 5 ; 90 étudiants). Les résultats montrent que l 'usage des TIC dynamise les interactions et modifie le rapport au savoir, ouvrant des perspectives de démocratisation et de désenclavement du territoire ainsi qu'une opportunité de renouvellement des pratiques professionnelles et étudiantes dans leur dimension interculturelle. / This research aim lays on the impact of the use of Information and Communication Technology (ICT) during French teaching class in Sudan. This case study focused on the students from Nyala University (South Darfur State). The hypothesis was about the ICT impact on the learning as a vector for the French language mastering and the initiation towards its cultural aspects by the modification of the knowledge relationship. The crossed methodology used 1) a qualitative inquiry interview on teachers about their ICT uses; 2) a survey questionnaire (N=220; all the student population enrolled at Nyala university in the language curriculum); 3) a comparative study on classroom pracTICs with(out) the ITC use (2/ 12 sequences duration; semester 5 level; 90 students). Results showed that the ITC use impacts the interaction dynamics and modifies the rapport to knowledge, opening perspective s for democrati zing and the area as well as renewing the professional and student pracTICs towards crosscultural perspectives.

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The 'flattening of the world', using Thomas Friedman's phraseology, is driving corporations to increasingly use collaborative engineering processes and global teams to operate on a global scale. Globalization of the traditional university engineering curriculum is necessary to help students prepare to work in a global environment. More scalable and economically sustainable program types are needed to enable the majority of students to obtain a globalized education. The purpose of this research was to determine how effectively a global team- and project-based computer aided engineering course provided learning opportunities that enabled students to develop elements of global competence in comparison to existing engineering study abroad programs. To accomplish this, research was necessary to identify, aggregate, and validate a comprehensive set of global competencies for engineering students. From a review of the literature and subsequent analysis, a set of twenty-three global competencies with an associated conceptual model was developed to group the competencies by contextual topics. Two surveys were then developed and distributed separately to academic and industry professionals, each of which groups largely confirmed that it was important for engineering students to develop these global competencies. Next, the traditional ME 471 class was restructured into a Global ME 471 course. A pilot program was conducted from which lessons learned were incorporated into the global course. Selected global competencies were included as new learning outcomes. Course learning materials, labs, and lectures were also updated to reflect the new course emphasis. A survey was developed to be sent to BYU engineering study abroad students and the Global ME 471 course during 2010. A statistical analysis of responses was used to identify significant differences between the response groups. In addition to the global competencies which were identified and validated, global collaborative project-based courses such as Global ME 471 were shown to be effective in enabling students to learn and develop selected global competencies. Study abroad programs and the Global ME 471 course were seen both to be complementary in their emphasis and supportive of global engineering. In addition, global collaborative project-based courses were shown to play an important part of a globalized engineering curriculum.