En 1919, une convention franco-polonaise qui vise à favoriser l'envoi de travailleurs polonais en France est signée. Dans ce texte, rien n’était indiqué sur la scolarisation des enfants polonais des ouvriers et parents. Or, ces derniers demandaient des ouvertures de cours en langue polonaise auprès de leurs employeurs pour leurs enfants. L'idée du provisoire et l’espoir d’un proche retour au pays régnait alors dans tous les esprits. Dès le début des années 1920 et face à cet impensé de la question scolaire, les autorités françaises devaient faire face à des mises en place de cours polonais, entre autre sous l’égide des compagnies minières. L'État polonais, de son côté, se penchait aussi sur cette question et en 1924, la question de l'ouverture de cours de langue et culture polonaise pour les enfants d'immigrés était évoquée lors de la Conférence franco polonaise qui se tenait à Paris. Les autorités françaises refusaient à ce moment de légiférer et d’institutionnaliser ces enseignements. Mais pour ne pas heurter cet important partenaire polonais, le Comité central des houillères françaises, par l'intermédiaire d'Henri de Peyerimhoff, rédigeait une lettre où il invitait les employeurs à mettre en œuvre ce type de leçon selon deux façons : dans des écoles privées comme dans les écoles publiques. Suite à cela, entre 1925 et 1939, cinq circulaires étaient publiées par le Ministère français de l’instruction publique pour affirmer et préciser les principes réglementant ces cours pour enfants étrangers, immigrés ou d’ascendants immigrés. L'étude des communautés polonaises installées dans les espaces industriels et paternalistes basés près de Caen (département du Calvados) SMN-SMS (Société métallurgique de Normandie - Société des Mines de Soumont) et des classes de polonais qui étaient instituées nous permet de répondre à plusieurs interrogations. Nous pouvons ainsi nous demander, dans un premier temps, en quoi consistaient ces classes pour enfants étrangers (contexte, organisation, financement) mais surtout en quoi ces classes/structures scolaires s'inscrivaient contre une volonté d'intégration. Il est aussi pertinent de s’intéresser aux relations entre les différents acteurs. Autorités françaises et polonaises, mineurs, direction de la mine, C.C.H.F et à travers cela dégager la place, le rôle du moniteur dans une communauté polonaise en France. / In 1919, a Franco-Polish convention aiming to encourage the dispatch of Polish workers to France was signed. In this text, nothing was mentioned as to how the Polish children of work-ers and parents were to be educated, yet the latter were asking their employers that classes be opened and held in Polish for their children. The idea that this was temporary and the hope of soon returning to their homeland then prevailed in all minds. As from the early 1920s, and facing this unconsidered educational issue, French authorities had to contend with the setting up of Polish classes, among other things under the aegis of the mining companies. The Polish State, on its part, was also looking into the situation, and, in 1924, the issue of opening Polish language and culture classes for immigrant children was raised during the Franco-Polish Con-ference that was being held in Paris. At this point in time, French authorities were refusing to legislate and institutionalise these courses. But to not upset this major Polish partner, the Central Committee of French Coal Mines, through the intermediary of Henri de Peyerimhoff, drew up a letter in which it encour-aged employers to implement this type of lesson in two ways: in private schools as in state schools. Further to this, between 1925 and 1939, five circulars were published by the French Ministry of Public Instruction to assert and specify which principles were to regulate these lessons held for foreign children, be they immigrants or born to immigrant ancestors. Studying the Polish communities who settled in the industrial and paternalistic areas based near Caen (in the Calvados department), the SMN-SMS (Metallurgical Society of Normandy – “Société des Mines de Soumont”) and the Polish classes that were instituted enables us to answer several questions. We can thus wonder, initially, what these classes for foreign chil-dren consisted in (context, organisation, funding), but most of all how these classes/school structures went against a desire to integrate. Taking an interest in the relationships the various stakeholders had with one another is also relevant. The French and Polish authorities, miners, the mining board and C.C.F.C.M. (C.C.H.F in French), and through this establish the place, the role an instructor had in a Polish community in France.

The thesis The Picture of Polish and Poland in the Language Textbooks for Czech reconstructs the image of Poland and Polish in the textbooks, grammar and other language books, which are addressed to Czech recipients. The thesis is divided into a theoretical and a practical part. The theoretical part consists of three main sections, which are based on the secondary literature, the first focuses on the the linguistic picture of the world, the second deals with the stereotypes and the prototypes and the third aims at the didactics of foreign languages in the Czech and Polish background. The purpose of the practical part is, based on an analysis of selected topics, to create a coherent picture of Polish and Poland. The topics include, for example, the roles of a man and woman in the Polish family, the characteristics of the Poles, spending time, cuisine and eating, names and surnames, description of historical events etc.