This thesis deals with the implementation of the European language policy in the Czech Republic, specifically in the area of basic education. In the first part are defined basic concepts, especially language policy, language planning and language management. Furthermore, the work described principles of European language policy and the concept of bi/ multilingualism. The second part is devoted to a specific form of European language policy in the Czech Republic, especially in the area of basic education. The fundamental legal and curricular documents on this topic are described. Qualitative research aims to explore the decision making processes of heads of schools in teaching foreign languages. The work examines what has influence on these decisions and how they are formed. Keywords: Language policy, language management, language planning, education of foreign languages, second foreign language, educational plans, Czech Republic

The diploma thesis deals with the topic of education of pupils with a different mother tongue in the Czech Republic; the target group are children in the age of compulsory education (approx. age 6 to 15), the target location is Prague. The topic is elaborated from the perspective of the actors of language management - state institutions, elementary schools and non-profit organizations. In the theoretic part, those subjects are characterized; the focus concentrates on the current legislation, the possibilities of funding of teaching Czech as a second language, the methodical support from the state. Non-profit organizations are characterized more in detail and their general role in civil society is explained. The practical part of the thesis describes and analyses the current situation: it identifies problems each actor is dealing with and mostly it captures their positions in the system and mutual interaction. The structure of this part is based on the activities of the non-profit organizations - their offer of the extracurricular, language-education courses for pupils with a different mother tongue, support of elementary schools and people working with this target group as well as communication with the Ministry of Education and active effort to improve the current support. The semi-structured...

En ce début de XXIème siècle, toutes les sociétés multilingues et multiculturelles, soit pratiquement tous les pays du monde, sont concernées par la politique linguistique scolaire. La gestion des langues de scolarisation, en particulier, est devenue l’affaire de tous les États soucieux (ou contraints) d’assurer le vivre-ensemble et de contribuer au développement humain, social, économique tout en ménageant des identités culturelles labiles et plurielles. Le XXème siècle a été celui de l’organisation des sociétés en unités étatiques sur fond d’utopie démocratique. Il a été celui d’une métamorphose du paysage politique avec l’apparition des organismes supranationaux et le réveil de la société civile. Dans un contexte global qui semble vouloir en finir avec la malédiction de Babel, nous tentons de problématiser la dimension concrète de la fabrique des politiques linguistiques scolaires. Nous soutenons dans ce travail qu’une politique linguistique scolaire est le résultat de l’interaction complexe entre une multitude d’acteurs au poids variable. En nous intéressant au cas mexicain et plus spécifiquement à celui de l’État du Jalisco, nous nous proposons d’interroger la fabrique de la politique d’éducation bilingue interculturelle mexicaine comme un espace de négociations au carrefour des recommandations globales, des choix étatiques et des revendications des populations indigènes.Cette thèse est une réflexion théorique et pragmatique sur la fabrique des politiques linguistiques scolaires. Elle est entièrement tournée vers l’objectif de prendre en considération la complexité inhérente à la conception des politiques linguistiques scolaires dans un monde glocalisé. / At this start of the XXIst century, all multilingual and multicultural societies, that is to say almost all countries in the world, are concerned with school language policies. In particular, schooling language management is a shared concern by all states involved in (or obliged to) ensure the living together and to contribute to the human, social and economic development while maintaining cultural identities both labile and plural. During the XXth century societies organised themselves into state units with a democratic utopia in the background. It was a century where the political scene got transformed with the appearance of supranational organizations and the reawakening of the civil society.In a global context that seems “to want” to finish with the Babel’s curse, we try to analyse the practical dimensions of schooling language policies’ construction.In this work we support that school language policies are the results of a complex interaction between numerous actors with variable power of action.With our focus on the Mexican case and more specifically on the case of the State of Jalisco, we try to analyse the construction of the intercultural and bilingual education policy - considering it as a space for negotiations at the crossroad between global recommendations, State choices and the expectations of the native populations.This thesis is a theoretical and pragmatic reflection on the “making” of schooling language policies. It is completely turned to the objective to take into consideration the inherent complexity in the conception of the school language policies in a glocalized world. / En esos principios del siglo XXI, cualquier sociedad multilingüe y multicultural, es decir casi todos los países del mundo, se debe de enfocar en una política lingüística escolar. El manejo de los idiomas de escolarización, en especial, se convirtió en un asunto central para todos los Estados preocupados (o forzados) por asegurar la convivencia y contribuir al desarrollo humano, social y económico, respetando a la vez identidades culturales cambiantes y plurales. El siglo XX vio las sociedades organizarse en entidades estatales en medio de una utopía democrática. Asimismo, vio el profundo cambio del paisaje político con la aparición de organismos supranacionales y el despertar de la sociedad civil. Dentro de un contexto global que parece querer ponerle fin a la maldición de Babel, tratamos aquí de plantear la creación / fabricación de las políticas lingüísticas escolares. En contra de cierta tradición en la investigación sobre política y planificación lingüística que se esmera en analizar una política a través de un análisis estático, sostenemos en el presente trabajo la idea que una política lingüística escolar es el resultado de una compleja interacción entre una multitud de actores de importancia variable. Enfocándonos en el caso mexicano, y en especial en el Estado de Jalisco, nos proponemos cuestionar la creación de la política lingüística escolar en México - política de educación bilingüe intercultural - como un espacio de negociaciones entre las recomendaciones globales, las elecciones de los estados, y las reivindicaciones de los pueblos indigenas. La presente tesis es una reflexión teórica y a la vez pragmática sobre la creación de las políticas lingüísticas escolares. Tiene como objetivo fundamental tomar en consideración la complejidad inherente a la concepción de esas políticas en un mundo glocalizado.

L’histoire de France est marquée depuis le XVIe siècle par l’uniformisation linguistique. La République a ouvert son ère par une Terreur politique qui s’est accompagnée de Terreur linguistique. Depuis, France et français sont intimement liés dans l’organisation comme dans les imaginaires politiques. Or, à un moment récent et bref de l’histoire de France, lors de la XIème législature [1997-2002], le débat a émergé quant à l’opportunité de reconnaitre une diversité linguistique de moins en moins importante sur le territoire national, les locuteurs des langues régionales disparaissant progressivement par un pur effet démographique. En effet, le débat sur la Charte européenne des langues régionales ou minoritaires [1999] puis sur le statut de la Corse [2001] a occupé la scène politique et médiatique française comme rarement les questions de statut des langues en France l’avaient fait. La multiplicité des lieux d’expression et des conditions de production et de réception des discours politiques a nécessité, pour aborder ce que les médias nomment « la classe politique » et que nous définissons comme une communauté discursive, la construction d’un corpus fortement hétérogène. Séances parlementaires à l’Assemblée nationale ou au Sénat, rapports, avis, projets ou propositions de loi, questions au gouvernement, mais également expression de la communauté discursive des hommes et des femmes politiques dans la presse écrite et audiovisuelle ont été réunis pour tenter de saisir le débat dans son ensemble. L’hétérogénéité constitutive du corpus a justifié un traitement différencié des sous corpus, en fonction de leur lieu de production et de leurs conditions de transmission : le corpus parlementaire, représentant plus de 250000 mots a fait l’objet d’un traitement automatique par Lexico3, ce qui a permis d’entrer dans le corpus. Le traitement lexicométrique de l’ensemble parlementaire et traitement manuel des corpus médiatiques ont été articulés de manière féconde : une analyse de discours à entrée lexicale a été possible grâce à la façon dont le traitement automatique a mis en valeur des phénomènes de catégorisation opérées par les locuteurs au moyen du lexique. L’approche lexico-sémantique a été complétée d’une cartographie des arguments en présence : la communauté discursive des hommes politiques dessine des imaginaires sociodiscursifs. Des idéologies concurrentes de ce qu’est la Nation et de son devenir s’opposent alors. / French history is influenced, since the 16th century, by language standardisation. The French Republic has started its era through political Terror that was completed by language Terror. Since, France and French have been intertwined in terms of politics as well as in terms of collective representations. However, in recent years, during the mandate of L. Jospin as a Prime Minister [1997-2002], France debated about the possibility of acknowledging its language diversity. Although, for mere demographic reasons, this diversity is fading away, it meets a strong social support. In 1999, with the opportunity of signing the European Charter for Regional or Minority Languages and in 2001 at the time where a possible new status was debated for Corsica, a language debate finally took place in France. From this debate, we built a corpus constructed to take into account all accessible discourse produced by French political personnel, seen as a discursive community. The consequence of such a project is a highly heterogeneous corpus, where Parliament debates, reports, law propositions etc. adjoin excerpts from written and audiovisual media. This heterogeneity commanded to approach the data differently: the vast corpus gathered from the Parliament [250,000 words approx.] underwent statistical treatment through Lexico3. This lexico-semantic analysis was hinged on manual analysis of the somewhat numerically smaller media corpus thanks to the lexical categorisation phenomena that were put into light via statistics. This lexico-semantic approach was completed by the analysis of the arguments deployed by different sides of the discursive community, as well as by an exploration of their collective representations of language management. Ideology about both the Nation and its future emerge from the debate, on a much wider scale than for languages [country’s unity, human rights, diversity, etc.].

A common phenomenon among migrants is called language attrition, or the partial loss of language skills caused by changes in the active use of the language. This phenomenon occurs in the Czech Republic, where numerous young Vietnamese are often praised (especially by teachers) for their quick acquisition of the Czech language in the school environment, but experience shortcomings in their Vietnamese language and socio-cultural competence during early adulthood, on the basis of which they begin to go "back to their roots." The main topics of research in this thesis are 1) the experience of loss of the Vietnamese language and socio-cultural competence by individual Vietnamese and by the Vietnamese community in the Czech Republic, 2) adjustment designs to remedy these deficiencies and 3) the (non-)implementation of these adjustment designs by both individuals and organizations in the Czech Republic. The theoretical- methodological framework is a Language Management Theory (Neustupný 2002) and the main methodological approaches are language biography (Nekvapil 2004) and ethnography. The results of the analysis indicate the critical points to be addressed in incentives for Vietnamese language teaching methodology for young Vietnamese, as well as in the experience and reflection of their personal identities.

This thesis presents a research of a family language management in four Czech-English families in Lancashire. Using in-depth semi-structured interviews, it examines various aspects of language ideology and language policy, language use, and the way of teaching and language acquisition of Czech language within the families. The first chapter introduces theoretical findings and essential ideas for the research. The second chapter describes the process of the research, provides information on the examined families, and presents the research questions. The third chapter describes the processing and analysis of interviews, and the fourth presents research results and answers the research questions. The aim of this thesis was to describe and analyse the mentioned aspects of family language management and based on this analysis show how the families approach bilingual education of their children.

This thesis analysis in social practise the Language Management Theory - it deals with pedagogical activity of Czech language teachers at secondary schools, based on corrections of writen language tests. The goal of this paper was to find out whether the norm of czech standard language which is contained in codices correspond with the norm that is presented by teachers. This thesis uses modern metdological approaches from the sociolinguistic sphere, especially the method of so called 'Follow-Up Interview'. It also uses the concept of the Social Power Field by Ulrich Ammon and the Language Management Theory by J. V. Neustupný as general methodological basis. As the source of information served authentic tests which has been filled by fifty students of a secondary school a and then corrected by eight czech language teachers. Other sources were Follow-Up Interviews with the teachers and questionnaires. On the basis of these sources the Language Management Theory was researched and also the idea of the teachers about the norm of standard language. This idea was compared to the opinions of other three instances of the Social Power Field. In cases there was something unclear the information were completed from the Follow-Up Interviews. The research has proved that in the most cases the norm presented by teachers...

Práce se věnuje managementu bilingvismu v situaci jazykového posunu, tj. tomu, jak se jednotlivci a organizace chovají vůči dvojjazyčnosti, jak s ní zacházejí, a to v situaci, kdy společnost přechází od užívání jednoho jazyka k jazyku jinému. Práce se konkrétně zaměřuje na vybrané, dosud méně zkoumané aspekty současné jazykové situace v Bělorusku. Analyzované aspekty zahrnují: 1) geosémiotiku a management jazykového posunu na nápisech ve veřejném prostoru, 2) management jazykových problémů se zaměřením na školství a 3) snahy o obrácený jazykový posun k běloruštině. Pozornost se přitom věnuje korespondencím mezi jazykovým managementem občanů a státních nebo jiných veřejných organizací. Cílem práce je přispět jak k lepšímu poznání jazykové situace v Bělorusku, tak k rozpracování některých sociolingvistických konceptů, jako je zejména jazykový posun a jazykový problém. Práce aplikuje teorii jazykového managementu jako obecný model jazykového posunu a jako instrument k diagnostikaci jazykových problémů. Při aplikaci teorie v uvedených kontextech se ukázalo jako užitečné rozšířit ji o koncept diskurzu a kolektivního jednání, které pomůžou konceptualizovat propojení mezi jednoduchým a organizovaným jazykovým managementem, respektive mezi mikrosociální a makrosociální rovinou. Klíčová slova bilingvismus,...

Eliška Fátorová The position of minority and regional languages in the context of European language policy Abstract The thesis deals with the language policy of the European Union and examines what position minority and regional languages occupy in this policy. Chapter on language planning introduces two models of protection of these languages and a major part of the research framework deals with a Language Management Theory. The aim of the thesis is to show whether the language policy of the European Union trace elements of this theory. The first part discusses in general about Europe and languages, about the language policy of the EU, the development of which is divided into three periods. This chapter aims to answer the question whether and how the EU language policy direction has shifted during the last twenty years. To answer this question thesis uses mainly research of Michal Krzyzanowski and Ruth Wodak. Based on their analysis of EU documents concerning European language policy a shift towards a focus on EU competitiveness and employment of the population, to which the knowledge of foreign languages contributes, can be traced.. Another part focuses on minority and regional languages. There is introduced the European Charter for Regional and Minority Languages, which is a document of the Council of...

This study combines linguistic and economic points of view to deliver insights into two national translation services markets. Translation services form a relatively large market and provide quite a high number of jobs globally. In this industry, which is largely unregulated by government bodies, translation agencies have the potential to act as quality warrantors by applying elaborate quality-assurance procedures and requiring their freelance translators to possess certain qualifications. A controversial yet widely mentioned qualification is being a native speaker of a specific language. Drawing on a critique of the conventional "native speaker" concept and on insights from economics, Language Management Theory, and critical discourse analysis, this study investigates how the native-speaker status, along with other translator qualifications, is used as an argument for higher quality and a higher price in marketing and price-setting strategies of translation agencies in the Czech Republic and Germany when it comes to a technical translation into a non-local language. The research makes use of the market-research technique called "mystery shopping" and is designed as a combination of experimental and observational qualitative research methods. The four distinct stages, which correspond with...