Beginning section of this thesis named Regional languages in the French education system is focused on a terminology concerning regional languages. Further content is focused on the history of languages in France since the Roman campaign on Gaul territory and the latinization of this region until the democratization of regional languages towards regular French. An important role in French education system development was played by education laws that are thoroughtly discussed in text of this thesis. The current distribution of regional languages in France and teaching of these languages in French schools is described in the next part of the thesis. This part is primarily focused on the four regional languages: Basque, Breton, Catalan and Occitan. Laws that permited the education of regional languages in France and faciliated the foundation of institutions intended to support these regional languages are also covered within this section. The research of today's state of Occitan in everyday life of Nîmes residents is covered in final part of this thesis. Occitan was chosen as the representative model of regional language. For the research have been used questionnaires to find out that Occitan is still living even though it is only known by the elder generation. Powered by TCPDF (www.tcpdf.org)

This thesis seeks to investigate the factors that cause the existing sexism within the educational system in the banlieue (suburban districts mostly comprised of North African immigrants), and the societal prejudice that exists between the society of the descendants of the immigrant population and the rest of French society. This thesis explores Jean-Paul Lilienfeld’s film, La Journée de la jupe, which highlights the major inequalities within the French educational system and stereotypes of the banlieue. The narrowed focus of this thesis is on the inequalities between women and men, which cause for the outbreak of sexism that runs rampant throughout the toxic institutions in the underprivileged areas of France, the banlieues, by analyzing the film.

This work freely follows the bachelor thesis Social predeterminations for studying in France. The content studies evolution of french educational system and experts opinions on problematics of equal chances in acces to the education. Pierre Bourdieu and Raymond Boudon reflect in their theories changes in society after 1968, student protests and crisis of universities, and ask how to solve them. Interviews with University of Avignon's students and teachers and questionnaire research brought many important ideas which helped to explore the difference of entering to two academic insitutions: university and grand école. KEY WORDS: education, predetermination, social status, french educational system, school reformes

Annotation: Title of the thesis: Comparison of the school integration of immigrant children in France and in the Czech Republic Keywords: ENAF, FLS, CLA, CLIN, primo-arrivant, integration, inclusion, French education system, Czech education system, pupil - foreigners in secondary school Abstract: The thesis Comparison of the school integration of immigrant children in France and in the Czech Republic, with the aim of providing a comprehensive description and comparison of the integration of immigrant children into French and Czech schools. I would like to find new ways of managing the problem in the Czech Republic by comparing these two approaches to educational systems for pupils with special educational needs. The work is based on my own experience with this problem in Czech Republic and the reality in France, also draws on interviews with educators and practitioners and is supported by a separate survey which was conducted among teachers in the Czech Republic and France.

Au moment où les échanges interculturels s’intensifient, les expériences de mobilité commencent à un âge de plus en plus jeune, et l’accès à l’Internet permet des rencontres interculturelles sans aucun déplacement géographique, l’enseignement du chinois laisse apparaître une nouvelle attente : le développement des compétences culturelles et interculturelles qui permettent aux apprenants d’avoir une plus grande ouverture envers d’autres cultures et de maintenir une relation non-conflictuelle avec l’Autre. Pourtant, la réalité nous fait voir qu’il existe un décalage entre les objectifs culturels et interculturels des matériaux pédagogiques, des enseignants, des élèves et de leurs parents, et leur mise en place dans l’enseignement, un décalage entre les objectifs théoriques préconisés par les documents officiels et les objectifs dans la pratique, ainsi qu’un décalage entre les compétences culturelles et interculturelles et leur reconnaissance par le système scolaire français.La présente recherche s’inscrit dans une didactique des langues et des cultures ouverte à la pluridisciplinarité et emprunte notamment à l’anthropologie, à la sociologie et à la psychologie. Elle prend comme terrain d’étude la cité scolaire Emile Zola de Rennes et s’appuie sur un corpus mixte d’entretiens, de matériaux pédagogiques et des documents officiels. Considérant comme acteurs sociaux les 5 enseignants, les 20 élèves et les 16 parents, elle a pu montrer l’importance les facteurs non-scolaires dans le développement des compétences culturelles et interculturelles des apprenants dans l’enseignement du chinois face au contexte secondaire français. / In the current context when the cultural exchanges increase, the mobility experiences start at a young age and the use of Internet allows the intercultural encounters without any geographical movement, the Chinese teaching reveals a new expectation : the development of cultural and intercultural competences that enables learners to have a greater openness towards other cultures and maintain a non-conflictual relationship with the other. However, the reality shows us that there is a gap between the cultural and intercultural objectives of teaching materials, teachers, students and parents, and their implementation in teaching, a gap between the theoretical objectives recommended by official documents and the objectives in practice, and also a gap between cultural and intercultural competences and their recognition by the French education system.Our research falls under the didactics of languages and cultures, open to pluridisciplinarity, and borrows especially from anthropology, sociology and psychology. It takes as study field the middle school Emile Zola of Rennes and relies on a mixed corpus of interviews, teaching materials and the official documents. Considering as social actors the 5 teachers, 20 students and 16 parents, the study was able to show the importance of social factors in the development of cultural and intercultural competences of learners in Chinese teaching of French secondary education.

No description available.