The goal of this paper is to describe the relationship between a non-governmental organisation and the government. The paper is a case study of the non-governmental organization Meta o.p.s. which works in the field of integrating foreigners and focuses on the issue of educating pupils who speak various mother tongues. The paper deals with the development of relationships, the roles within these relationships the organization fulfils with regards to the government, and the influence these relationships with the government have on the organization's goals and development. Furthermore, the paper focuses on the persisting barriers which prevent these relationships from being created and developed. The relationships between Meta o.p.s. and the government are observed on individual levels of the public administration (national, regional, municipal). The paper consists of 4 parts. The theoretical part introduces basic theoretical starting points, namely models of relationships between the government and non-governmental organizations, and the roles fulfilled by non-governmental organizations in the society. The next part presents the methodology and chosen strategy of the research, i.e. case study. The empirical part monitors the development and nature of the relationships on individual levels of the public...

The diploma thesis deals with the issue of education of pupils with different mother tongue and intellectual disabilities. The theoretical part is focused on definition of the fundamental concepts which are narrowly associated with the subject. It speaks about pupils with intellectual disabilities and different mother tongue, their education which concludes framework education programmes and supporting measures and statistical data of number of pupils with different mother tongue. The practical part defines targets and and research questions, methodology and its subchapters delimiting technology of collecting the data, characteristics of research sample and analytical procedure. Lastly in this part we can find chapters with results of research and subchapter summarizing answers to the research questions. The last chapter is discussion and recommendation for practice. The goal of the practical part of the diploma thesis is to find support for pupils of the elementary schools who have different mother tongues and intellectual disabilities. In the research process there was found that the support of pupils of the primary schools who have different mother tongue and intellectual disabilities is an individual matter. Every pupil needs a specific form of support, its extent and that is the reason why the...

This is a scientific essay that has been written with the aim to reflect and analyze difficulties of bilingual children to communicate, being seen in a group and to focus during a traditional learning in language development within preschool. I have also reflected on my experiences and competences in intercultural pedagogy to support bilingual children in a changing society and in a globalized world. By using self-experienced situations from my professional practice, I have in a narrative form reflected back at my experiences with the help of academic literature, research articles, theoretical perspectives, curriculum (2018) and even asked questions to gain different perspectives on my stories. The main part of my research questions is whether I could have planned and acted differently in my self-experienced situations? Did I have enough knowledge about intercultural approach in order to adapt various situations based on the need of different children? In which ways could the preschool have provided better support in language development and communication for all children? This scientific essay has shown that it is important to understand the cultural background, language and ethnicity of bilingual children. It is also important to have a good collaboration with the guardians in order to plan suitable activities and classes/sessions. In addition, it is necessary to have great knowledge of intercultural pedagogical competence, diversified normality, inclusion, sociocultural perspective and support for the mother tongue to be able work with bilingual children. As a pedagogue and a future preschool teacher, I have according to Skolverket - Swedish National Agency for Education (2020) a greater responsibility to change, for example, the traditional way of working, but also to improve and adapt the education based on different needs to provide an equal education and preschool for all children. / Detta är en vetenskaplig essä som har skrivits för att reflektera och analysera tvåspråkiga barns svårigheter med att kommunicera, synas i en grupp samt att fokusera under ett traditionellt lärande i språkutveckling inom förskolan. Här har jag också reflekterat över mina erfarenheter och kompetenser inom interkulturell pedagogik för att stödja tvåspråkiga barn i ett förändrat samhälle och i en globaliserad värld. Genom att använda mig av egenupplevda situationer i berättande form i min yrkespraktik har jag reflekterat tillbaka med hjälp av akademisk litteratur, forskningsartiklar, teoretiska perspektiv, läroplanen (2018) samt ställt frågor för att få olika perspektiv på mina berättelser. Centralt i forskningsfrågorna är om jag kunde ha planerat och handlat annorlunda i mina egenupplevda situationer? Har jag haft tillräckligt med kunskaper inom interkulturellt förhållningsätt för att anpassa situationer utifrån barns olika behov? Hur skulle förskolan ha kunnat ge bättre stöd i barnens språkutveckling och kommunikation? Denna vetenskapliga essä har visat att det är viktigt att förstå tvåspråkiga barns kulturella bakgrunder, språk, etnicitet samt ha ett gott samarbete med vårdnadshavare för att kunna planera passande aktiviteter och undervisningar. Det krävs också kunskaper inom interkulturell pedagogisk kompetens, diversifierat normalitet, inkludering, sociokulturellt perspektiv samt modersmålsstöd för att jobba med tvåspråkiga barn. Jag som pedagog och blivande förskollärare har enligt Skolverket (2020) ett större ansvar för att förändra exempelvis det traditionella arbetssättet, men även förbättra och anpassa utbildningen utifrån olika behov för att få en likvärdig utbildning och förskola för alla barn.

Diploma thesis - Cyril Štěpán Abstract In the theoretical part of my thesis, I first aim to outline the particular language problems of children brought up in a socially disadvantaged background. I attempt to describe what actually is "social disadvantage" and what are its specifics. Moreover, I deal with the particularity of development of children in such background and with the imapact on communication skills of these children when they enter nursery or elementary school. In the second chapter of my thesis, I write about langugage and communication barriers of children with different mother tongue. I describe and explain the term "different mother tongue". Then I pursue the statistics on pupils foreigners in czech schools and their categorisation to discover the most represented foreign languages in czech schools. I furthermore describe these languages (Slavic language group and Vietnamese) and I point out those linguistic differences of these languages when compared to the czech language that are the most crucial ones in the process of learning czech. In the last chapter of the theoretical part of my thesis, I write about school inclusion of these pupils. I first try to define the term inclusion only to later come up with concrete strategies and possibilities of inclusion of these pupils in czech...

Diploma work is intented on multicultural edication, mainly on integrating a pupil with a different first language to the environment of a primary school, using the methods and techniques of Drama in Education. The technical part deals with Drama in education and structured drama. Next it deals with multicultural upbringing and its enforcing in the educational system, a pupil with a different mother tongue and his accepting and integrating in his new class. In the practical part I try to approach the complexity of a newly moved in pupil who has a different language to a new class using structured drama. KEYWORDS Drama in Education, multicultural education, pupil with different mother tongue, structured drama, first level of elementary school

The diploma thesis deals with the terms and conditions of specific calls for proposals of national operational programmes 2014-2020, aimed at children with different mother tongue, and implementation of simplified projects in selected primary schools in Prague. The thesis describes relevant grant opportunities and, based on a research survey, evaluates their conditions and implementation process. From the methodological point of view, a qualitative approach and design of a case study are employed. The thesis also points out the relation of street-level bureaucrats to applicants/beneficiaries and explains the reasons why eligible applicants do not request support through simplified projects. In order to accomplish the set research goals and questions, in-depth interviews were conducted with primary school principals, administrators of the considered operational programmes, a representative of the municipal district, and an expert on subsidies for schools. Within the last part of the thesis, recommendations for the creators of relevant calls for their possible modification and recommendations for other principals of primary schools are proposed in order to facilitate the implementation of simplified projects. From the theoretical perspective, the diploma thesis is based on four theories that frame...

Abstracts in English and Zulu / Bibliography: leaves 138-141 / Multilingualism is the norm in most urban areas of South Africa. This study aims to discover the perceptions of young adults towards their mother tongue due to being exposed to multiple languages in their daily environment at a very young age. The study further investigates whether young adults acquire their mother tongue whilst growing up in an environment that has multiple languages. It also seeks to determine the role that parents play in the acquisition of mother tongue by their children. Literature was reviewed in order to explain and understand the standing of African languages in South Africa. This study is guided by the theories of first language development and acquisition and Cummins’ concepts of Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP) theories. The study employed a mixed-method approach. Empirical data was collected by means of questionnaires and semi-structured interviews from young adults and parents. Data collected was analysed by a statistician using categorical data analysis. The researcher used graphs to present findings from analysed data. Findings from the empirical data show that young adults who grew up in a multilingual environment acquire more than one language. Parents also play a role in nurturing the acquisition of the mother tongue / Ubuliminingi yisimo esijwayelike kakhulu ezindaweni zasemadolobheni zalapha eNingizimu Afrika. Lolu cwaningo luhlose ukuthola izimvo zabantu abasebasha mayelana nolimi lwabo lwebele njengoba kulesi sikhathi samanje bedibana nesimo lapho behlangana khona nabantu abakhuluma izilimi ezahlukene. Lolu cwaningo luhlose futhi nokubheka iqhaza elibanjwe abazali ekufundiseni abantwana babo ulimi lwabo lebele. Kulolu cwaningo kusetshenziswe ongoti abahlukene ukuze kuchazwe futhi kuqondisiswe ukuthi zime kuphi izilimi zendabuko zaseNingizimu Afrika. Lolu cwaningo lusebenzise izindlela zokucwaninga eziningi. Ulwazi locwaningo luqoqwe ngokusebenzisa amapheshana emibuzo, kanye nezingxoxo ezingahleliwe ezenziwe kubazali nakubantu abasha. Ulwazi locwaningo luhlaziywe umhlaziyi wezinombolo esebenzisa uhlaziyo lwezigaba zocwaningo ezahlukene. Okutholakele ekuhlaziyweni kolwazi kuveze ukuthi abantu abasha abakhulele lapho okukhulunywa khona izilimi ezahlukene bazuza ulwazi lwalezo zilimi bagcine sebekwazi ukukhuluma nezinye izilimi okungezona ezabo. Kuvelile nokuthi nabazali bayaqinisekisa ukuthi abantwana babo bayalufunda ulimi lwabo lwebele. / African Languages / M.A. (African Languages)

The study sought to explore possibilities of using ChiShona as a medium of instruction in the teaching of Mathematics in primary schools. The aim was to compare the use of English as a medium of instruction with ChiShona as medium of instruction in the teaching and learning of Mathematics to Grade 4 class. The other objective was to examine the people’s attitudes towards the use of mother tongue instruction in the teaching and learning of Mathematics in Zimbabwe primary schools. A practical teaching experiment was used to investigate the feasibility of using ChiShona as medium of instruction in the teaching and learning of Mathematics to Grade 4 class. In addition a descriptive survey research design which used questionnaires and interviews as data collection methods was employed for its usefulness in exploratory studies. A total of 750 people participated in the research and these were 40 Grade 4 learners (used for teaching experiment) 260 teachers/lecturers, 250 parents and 200 college/university learners. Data gathered was subjected to both quantitative and qualitative analysis resulting in data triangulation for validation. Major findings of the research indicated that the use of ChiShona as a medium of instruction in the teaching of Mathematics to primary school children is possible and that the use of the mother tongue instruction (ChiShona) impacted positively in the teaching of Mathematics to Grade 4 learners. The use of ChiShona as a medium of instruction in teaching Mathematics was effective and comparatively the learners who used ChiShona performed better than those who used English as a medium of instruction. However the research further concluded that people preferred that English remain the only medium of instruction from primary up to university level as English offers them better opportunities for employment compared to ChiShona. The study concludes that the continued use of English as medium of instruction means that African languages such as ChiShona will remain underdeveloped and fail to find their way in the classrooms as languages of instruction in education. The study finally recommends the need for an all-inclusive multi-lingual policy that uplifts the status of indigenous languages and their literature without annihilating English. / D. Litt et Phil. (African Languages)

Language is the learning device and the device which forms the student''s knowledge in math, his ability to define concepts, express mathematical ideas and solve mathematical problems. Difficulties in the Language are seen more in word problems, clarity and in the way the text is read by the student have a direct effect on the understanding of the problem and therefore, on its solution, could delay the problem solving process. The connection between language and mathematical achievements has a more distinctive significance regarding the Arab student. This is due to the fact that the language which is used in the schools and in textbooks is classical (traditional) Arabic. It is far different than the language used in everyday conversations with family and friends (the spoken Arabic). Our research examine whether rephrasing word problems can affect the achievements of the Arab students in it. The experimental group received mathematics instruction using learning materials of word problems that were rewritten in a “middle language” closer to the students’ everyday language (spoken Arabic), thus keeping the mathematical level of the problems. The research findings showed that students in the experimental group improved their achievements in word and geometric problems significantly more than students from control group.

The intended purpose of this essay was to examine student essays to find out if there are any first language interferences in Swedish students’ written English. First language interference has been researched before, which will be presented in the essay, amongst other terms such as translanguaging, acquisition and language transfer, all explained in the theoretical concepts section. The material for this contrastive analysis was collected from a gymnasium in the south of Sweden. A total number of eighteen essays were collected and examined, with a total number of 235 interference errors, with prepositions being the largest number, and 735 non-interference errors, with spelling topping with 305 errors. In conclusion, the investigation showed some interference errors, but also highlighted the non-interference errors of the students’ essays. Finally, the study present examples for future research in the field, as well as examples of how teachers can work with their students to prevent first language interference errors and make their students aware of the influence their mother tongue have when learning a second, or third, language.