Integrating Immigrant Children into Primary Schools in The Czech Republic and Norway

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F15%3A00083931" target="_blank" >RIV/00216224:14210/15:00083931 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Integrating Immigrant Children into Primary Schools in The Czech Republic and Norway

Popis výsledku v původním jazyce

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 Republicand 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).

Název v anglickém jazyce

Integrating Immigrant Children into Primary Schools in The Czech Republic and Norway

Popis výsledku anglicky

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 Republicand 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).

Druh

O - Ostatní výsledky

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2015

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů