Integrating Immigrant Children into Primary Schools in The Czech Republic and Norway
| Název česky | Integrace dětí přistěhovalců do základní školy v České republice a Norsku |
|---|---|
| Autoři | |
| Rok publikování | 2015 |
| Druh | Další prezentace na konferencích |
| Fakulta / Pracoviště MU | |
| Citace | |
| Popis | This contribution presents data from master study which deals with the topic of Integrating immigrant children. The main research question is: What are the main characteristics of integrating immigrant children into primary schools in the Czech Republic and Norway and what aspects do influence this integration? Theoretical framework was legislation of both countries and also Bourdieu's theory of cultural capital. On the theoretical level Norway is more prepared to accept and integrate immigrant children. Norway has longer tradition in acceptation immigrants and has also higher number of immigrant population than the Czech Republic has. Norwegian schools can offer many types of support to immigrant children and whole families. Czech teachers are complaining about lack of material for education immigrant children and would like to have more opportunities for their support (there are almost no bilingual teachers, no bilingual education etc. in the Czech Republic). Nevertheless the empirical research has showed that the Norwegian school (which is characterized by accepting immigrants, specially from Africa and Asia) have left all Norwegian pupils (during ten years). On the other hand, the research at Czech school shows that there is a good relationship between Czech and immigrant children, and teachers and Czech pupils aren't leaving the school. The question is now: What does influence the integration process? Why have all Norwegians left the school and why the Czechs are staying? Poster and thesis shows detailed answer. Here are just mentioned some aspects which were important when we speak about integration: ability to speak the majority language, contact with major society, nationality of immigrant children at both schools, education of parents and family background, the age of migration, level of attention to the immigrant children and high number of immigrant children. |
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