The aim of this Master thesis is to present language situation in relation to mother tongue of students of Czech school without borders (abbreviated as CSBH Paris). The thesis is divides into two parts -theoretical and practical. In the first part, we define terms such as mother tongue, the first language and the second (foreign) language. This thesis deal with bilingualism and multilingualism, which are important for determination of the target group of pupils of the CSBH Paris. With use of questionnaires applied on students and parents we can determine specific czech-french bilingualism of students of CSBH Paris. In the second part we analyze educational materials - textbooks that are used by teachers at CSBH Paris, and at the end we get to the subject of your practical research, outline specific teaching methods and design teaching materials that can be used in Czech language classes with regard to linguistic reality of pupils in the second grade of the Czech School without borders Paris. Key words: mother tongue, bilingualism, curriculum, Czech school without borders, teaching materials, textbooks

This paper examines empirical studies regarding teachers’ and teacher-trainees’ perceptions toward the use of first language (L1) when teaching a second or foreign language. The presence of the students’ first language when teaching a foreign or second language has been a disputed topic in relation to different theoretical approaches. The aim of this study is to gain knowledge about this issue by answering the research question ​“What are teachers’ and teacher-trainees’ experiences and attitudes regarding L1 when teaching in the second or foreign language classroom?” The method used has been to​ review empirical studies from several different countries from the databases ERIC (Education Resource Education Center) and ERC (Education Research Complete). The overall results reveal that the majority of the participants had positive attitudes toward the use of L1. Additionally, there was an agreement about the need for some level of exposure to the target language (TL). Furthermore, it was shown that teachers saw the first language as something unavoidable and that it should not be seen as a hindrance when it comes to learning another language. However, there are some differences with regard to when it is appropriate to use the students’ L1. Our results agree with the field of research in general and is a small contribution to the discussion of how teachers’ beliefs may have an impact on their pedagogical decisions.

The thesis presents an overview of the layers on which speech develo- pment can be studied and a brief account of the main theoretical branches within these layers. It accounts for the periodization of a child's speech development according to Czech and foreign authors. In the thesis, a syllable is introduced as a phonological unit. Attention is also paid to the related layer of phonotactics; important works concerning the phonotactics of child's speech are mentioned. The target of the experimental part is a longitudinal case study of a child acqui- ring Czech as her mother tongue. For the purpose of the study, a corpus of the child's utterances in her natural environment between the ages of 7 to 27 months was built. The utterances have been analyzed with respect to the frequency of occurrence of different syllable types, with closed syllables and syllables with con- sonant clusters in the center of interest. The found consonant clusters and their reductions have been further analyzed with respect to the findings of the phono- tactic studies mentioned in the theoretical part, in order to confirm or dismiss their relevance for Czech. Most importantly, two theories have been checked, the frames theory commenting on the combinatory potential of the front/middle/back vowels and coronal/labial/dorsal...

The role of students’ first language (L1) in second and foreign language teaching has been an issue within language teaching. Whether to use the students’ L1 is a conflicted matter whereas certain teaching theories collide with actual practices. Teachers in Sweden are dependent on the National Curriculum as it is the guideline for their teaching and the fact that the syllabus for English does not mention the use of the students’ L1 leaves it up for interpretation. The aim of the present study was to investigate teachers’ perceptions of their students’ L1 when teaching English as a second or foreign language in the Swedish primary school in years 4-6. Furthermore, the study aims to obtain a general view of which situations teachers tend to switch to their students’ L1 and to what extent. Data was collected through a mixed-method approach, using both a questionnaire and conducting follow-up email interviews. The results showed that teachers generally see their students’ L1 as a facilitating factor when teaching English. However, there were participants who reported the desire to use English as much as possible when teaching. Independent of the situation, the overall most frequent answer was that the participants used their students’ L1 sometimes. Factors that affect the use of L1 are the students' age and guidelines from the teacher training program. These results contribute to the field of research in a Swedish context and shows that this subject area merits further investigation.

In primary school, the teacher is often seen as a role model by their students. For this reason, it is crucial that teachers use a rich supply of English in the classroom. There are two focuses in this study. Firstly, the amount of English spoken in the classroom through teacher talk and secondly, teachers’ attitude towards speaking English in the classroom. To obtain information on these matters, classroom observations were performed, and a survey was administered examining teachers’ attitudes as well as their situational use of English versus first language in the classroom. Findings of this study showed a significant variation in the amount of English used by the teachers. Furthermore, while attitude towards and situational use of English also varied between the teachers, there were certain similarities as well. Findings revealed to be in line with previous research and suggestions for future research are proposed.

Studien syftar till att kartlägga förskolpedagogers uppfattningar om deras arbete- och utveckling av flerspråkighet och flerspråkiga barns förstaspråk i utbildningen. Samt i vilken omfattning flerspråkiga pedagogers språkliga resurser i andra språk än svenska tillvaratas i utbildningen.  För insamling av data valdes kvantitativ metodansats med semistrukturerad enkät. Enkäten besvarades av 132 respondenter och analyserades med statistik och tematisk analys.  Resultatet visade att tre fjärdedelar (75,5%) håller med helt och hållet eller håller med om att det är svårt att arbeta med/inkludera barns förstaspråk i utbildningen. Två femtedelar (42%) av förskolpedagogerna benämner och synliggör ofta vardagliga ord/begrepp på flerspråkiga barns förstaspråk i vardagen. För planerade aktiviteter och undervisning framgår att det mer frekvent är vardagliga ord/begrepp som alltid eller ofta används och synliggörs på flerspråkiga barns förstaspråk av pedagogerna 35,4%, i jämförelse med kunskapsrelaterade ord/begrepp 27,7%. Mer än hälften (53,9%) av de förskolpedagoger som inte talar ett språk som förekommer i barngrupp, men har en kollega som gör det  efterfrågar i mycket hög eller hög grad kollegans kompetens för det egna arbetet i vardagen.  Slutsatsen är att studien bidrar till att kartlägga omfattningen av förskolpedagogers uppfattningar av arbetet med flerspråkighet och flerspråkiga barns förstaspråk i utbildningen. majoriteten förskolpedagoger uppfattar arbetet som svårt. Däremot inkluderar de flerspråkiga barns förstaspråk i vardagen och i undervisning, och vardagsrelaterade ord/begrepp är mer frekvent förekommande. Flerspråkiga pedagogers språkliga kompetenser tenderar tillvaratas i utbildningen i varierad grad. / The study aims to map pre-school educators`perceptions of their work and development of multilingualism and multilingual children´s first language in education. And the extent to which multilingual educators`linguistic resources in languages other than Swedish are utilized in the education.  För data collection, a quantitative method approach was chosen with a semi- structured questionnaire. The questionnaire was answered by 132 respondents and analyzed with statistical and thematic analysis.  The results showed that three quarters (75,5%) agree completely or agree that it is difficult to work with/include children´s first language in education. Two- fifths (42%) of pre.school educator often name and make visible everyday words/concepts in the first language of multilingual children in everyday life. For planned acitivities and teaching, it appears that it is often more frequent everyday words/concepts that are always or often used and made visible in multilingual children`s first language by the educators 35,4%, in comparison with knowledge-related words/concepts 27,7%. more than half (53.9%) of the pre-school educators who do not speak a language that occurs in a group of children, but have a colleague who does so demand a very high or high degree of the colleague`s competence for their own work in everyday life.  The conclusion is to study to contribute to mapping of pre-school educators`perceptions of the work with multilingualism and multilingual children´s first language in education. The majority of preschool educators perceive the work as difficult. On the other hand, multilingual children´s first language includes everyday life and teaching, and everyday-related words/concepts are more frequent. Multilingual educators`language skills tend to be utilized in the education to a varying degree.

The aim of this study is to investigate teachers' ways of working with participation in English inprimary school and to contribute knowledge about which strategies teachers use to encouragestudents to participate. In order to explore the participants’ descriptions, a qualitative approachis used on semi-structured interviews with eight English teachers who teach in different primaryschools. National and international research was used in the background section in order toprovide a context to the present study. The results have been analysed with the help of atheoretical framework combining a sociocultural perspective, a differentiation perspective, andlanguage learning theories. From language learning theories, I use the following three concepts:“Condition-Oriented Ideas”, “Condition-Oriented Ideas” and “Top- Down Language-FocusedReasons”.The results of this study show that relations between teachers and students, students’motivation, materials that are customized to each student, and to have democratic in Englishlessons are very important to make students participate in the English lesson and communicatein English. There are some strategies to help teachers build a good relationship with students, toencourage them, and to make materials that are customized to each student. The results showthat teachers have to listen to students very carefully, and have to spend time with them to showthem that they care about them. Furthermore, teachers have to make activities that increasestudents’ motivation, and teachers have to know the level of each student because that makesteachers able to customize materials adapted to each student’s knowledge level. Each student isspecial in knowledge, experiences, and feelings.The conclusion of this study is that teachers have to find strategies to build good relationswith students. Teachers also have to find strategies to encourage students and to customizeteaching materials for the English lessons. The benefits of student participation are several,including a positive atmosphere in the English classes. In addition, the students achieve betterresults in English language

No description available.

No description available.

No description available.