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The paper describes the results of a study whose main aim was to find the interrelationship between pupils’ school grades in Czech language (native), mathematics, and physics and pupils’ cognitive predispositions to problem-solving in science and mathematics diagnosed by the Lawson Classroom Test of Scientific Reasoning and the Culture of Problem Solving test. A total of 180 pupils from the Czech Republic aged 14-15 took part in this study. The results show that pupils with better grades in the monitored subjects achieve better results in both tests. It also turns out that there are generally statistically insignificant differences between the results of pupils assessed by grades 1 or 2 and between those assessed by grades 3 or 4. Pupils’ performance in the two tests might help to strengthen the objectivization of grading at school. They might also help identify the indicators important for developing problem-solving skills. The research specifically points to the need to develop algebraic thinking, the conception of infinity, spatial imagination, geometric imagination in the plane, proportional reasoning, and the ability to control variables. [ABSTRACT FROM AUTHOR]

The paper presents an excerpt from the ongoing research of the beginnings of teaching Polish in Czechia. Its main focus is to analyse two textbooks for learning Polish by Iza Šaunová, designed for Czech students and published in the 1930s. The first one is called Polština pro každého (Prague 1930), the second -- Mluvnice jazyka polského (Prague 1934), written by Šaunová together with a great Polish Slavicist, T. Lehr-Spławiński. The paper discusses both the structure of analysed publications, the contents, as well as applied teaching methods. Presented textbooks and their authors thus provide insight not only into the history of teaching Polish in Czechia, but also into the Czech and Polish relations in the pre-war times. [ABSTRACT FROM AUTHOR]

This paper examines the influence of Hindi/Urdu on Czech in advanced Hindi/Urdu L1 speakers of Czech as a second language. At present, dozens of Hindi/Urdu L1-speakers enroll in Czech language courses in India every year, and thousands of Hindi/Urdu L1-speakers live in the Czech Republic and have acquired Czech at various levels of proficiency. The objective of this paper is to provide first empirically based insights for teachers of Czech as a foreign/second language to Hindi/Urdu L1-speakers in India and in the Czech Republic. This study analyzes language production of 10 Hindi/Urdu L1 speakers who have lived long-term in the Czech Republic. The analysis is based on recordings of informal conversations. The obtained linguistic data was compared with standard grammar descriptions of Hindi/Urdu and Czech in order to perform error analysis. With the help of contrastive analysis, errors caused by language transfer were identified and categorized according to the following language domains: phonetics and phonology, and morphosyntax. [ABSTRACT FROM AUTHOR]

Copyright of Bohemistyka is the property of Instytut Filologii Slowianskiej Uniwersytetu im. Adama Mickiewicza w Poznaniu and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper aims to examine the social integration problem of first and secondgeneration Vietnamese in Brno, Czechia by combining data from a survey and in-depth interview. More specifically, the paper takes advantage of a survey to gather data from 150 first-generation and interviews with 10 second-generation Vietnamese in Brno, Czechia. The results of this research indicate that first-generation Vietnamese are encountering both individual and structural barriers to their social integration into the host society including the Czech language, migration policies, and discrimination. Meanwhile, second-generation Vietnamese do not have much problem integrating into the Czech society but reversely they find it difficult to integrate into the Vietnamese society because of their identity problem. [ABSTRACT FROM AUTHOR]

Copyright of Speciální Pedagogika is the property of Charles University Prague, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Examination of the Czech Language is a milestone on the path to gaining permanent residence in the Czech Republic for many non-EU residents. In this paper, the Language Examination is regarded in its formal, contentual, and contextual aspects from an experience-based perspective. In the beginning, the topic of administration and language methodology regarding crucial points in preparation and processing of the Exam is emphasized. The requirements of Czech and European language policy (from which the Examination is derived) are mentioned, and specific attention is paid to the oral section of the Exam as assessing the most significant language skill - speaking. In a later section, the set of the statistical data of the Exam and its results are analyzed where research findings amplify these data. The results show some unfavorable outcomes among a highly variable success rate. Testing and evaluation of the Exam are framed in the linguistic and socio-cultural context, and the potential of the Exam specifically for the integration of the Vietnamese applicants behind the monitored data and processes is illustrated. The lack of systematic language learning was detected as the main limitation of integration and overall perception of the importance of the exam among these foreign residents. [ABSTRACT FROM AUTHOR]

Studies have addressed the historical trajectories of people of African heritage in the Czech Republic (CR), but there is no comprehensive study of the contemporary lives and identities of African people. Given the increasing number of African people living in the country, research into an emerging African diaspora is imperative. This empirical study emerges as part of a larger project which aims to address this paucity through an interdisciplinary and ethnographic lens. Its primary aim is to develop a detailed and nuanced account of sociopolitical identities among people of African heritage in the CR by focusing on the dynamics of language and race and, to a lesser degree, gender. Theoretically based on intersectionality and drawing from the recently developed framework of 'raciolinguistics', this paper provides the first diasporic narratives of African people in the CR who have varying degrees of Czech language fluency and experience diverse forms of racialisation and racism. Individual multiple life trajectories in the CR suggest that African migrants feel caught in a complex matrix of linguistic and racial discrimination but that they have a sense of reasonable safety and security. This highly ambiguous space also shows that, on the one hand, there are instances where Czech language skills have the capacity to mitigate the challenges in racial discourse and racism, but on the other hand there are clear limits to the power of language in the face of racial Othering and racism. [ABSTRACT FROM AUTHOR]

This paper is devoted to several ways in which the language of instruction in Czech universities is managed. One of the key issues in this context is the fact that programs accredited in the Czech language are tuition-free, while those in foreign languages are paid. On the one hand, it is deemed desirable by certain actors to integrate greater numbers of students from abroad, conform to the discourse of internationalization, and even earn money through courses in English. On the other hand, it is also viewed as necessary by other actors to cultivate the Czech language and provide a solid education for local students. These multiple and often opposing interests, as well as a number of language ideologies, guide individual management acts. Utilizing the language management framework (Jernudd/Neustupný 1987; Fairbrother/Nekvapil/Sloboda 2018), I explore three selected examples of the management of the language of instruction. In the first, I show how many Czech university programs are accredited in the Czech language, but offer many classes in English. In the second, I examine one case of financial motivation for foreign-language courses through university teaching development projects. In the third, I point to the differences between the language of accreditation of some Ph.D. programs and the languages actually used in their realization. Finally, I consider the fact that all of these cases of management involve some sort of compromise between the interests of certain groups, which means that the only way forward is an increased awareness of all aspects of the management processes. [ABSTRACT FROM AUTHOR]

Copyright of Acta Universitatis Lodziensis. Folia Litteraria Polonica is the property of Wydawnictwo Uniwersytetu Lodzkiego and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Personal proper names are part of a community's language inventory. To a large extent, they verbalise gender stereotypes, expectations and norms, power relations, political circumstances, and how minorities are treated. In my paper I analyse the current socioonomastic representation of gender-neutral names in the context of naming practices in the Czech Republic. More specifically, I examine what factors might explain the decreased use of these names, which, paradoxically, differ from other names in that they have an extended functionality. From a linguistic and legal perspective I inquire into how Czech naming practices stigmatise the sexual otherness of non-binary people and trans people in Czech society. In the conclusion I set out the conditions that must be met for gender-neutral names to be freely available to the entire population. [ABSTRACT FROM AUTHOR]

Copyright of Sociology & Space / Sociologija i Prostor is the property of Institut za drustvena istrazivanja u Zagrebu (Institute for Social Research of Zagreb) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Vietnamese diaspora community is one of the three biggest migrant groups in the Czech Republic. However, they are facing several difficulties in integrating into Czech society. This article aims to analyze individual barriers to the social integration of Vietnamese migrants in Czechia. The study takes advantage of 2 surveys to gather information from 150 Vietnamese migrants in Brno, Czechia. The study offers a framework to analyze the integration process of the Vietnamese community. More specifically, it analyzes six indicators of social integration and yields the following results: Czech language proficiency is the most common individual barrier to the social integration of Vietnamese migrants, whereas there are no individual barriers to the "family" dimension of social integration. The results of the study would help both Vietnamese communities and Czech authorities to foster the integration process in the Czech Republic. [ABSTRACT FROM AUTHOR]

Copyright of Polish Journal of Management Studies is the property of Czestochowa University of Technology, Faculty of Management and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Studies in Applied Linguistics / Studie z Aplikované Lingvistiky is the property of Universita Karlova, Filozoficka Fakulta and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Orchard meadows are appreciated as an integrated land use of high cultural and biological value. While such meadows are typical habitats for temperate Europe, they experienced a decline in their total area during the second half of the 20th century, both in Western and Eastern Europe. In this contribution, we compare their current area and status in terms of semantics, law, public support in general, and the efficiency of public support in both Saxony and the Czech Republic. We estimated the area in Saxony on the basis of three public mapping projects. In the Czech Republic, where no recent mapping included orchard meadows as a specific land-use type, we carried out our own mapping. Hence, we mapped 124 randomly selected plots of 1 km2. To cross-reference results from both countries, we used the pan-EU project LUCAS (Land Use/Cover Area frame Survey). According to various different sources, the orchard meadows cover 0.09–0.55% of Saxony and 0.01–0.72% of the Czech Republic. Interestingly, the results of the three mapping projects conducted in Saxony vary from each other. Although orchard meadows are supported by financial incentives of the respective governments in both countries, the Saxon approach concentrating more on individual activities (sanitation of old trees, planting, grassland management), seems more focused than the single measure practised in the Czech Republic. One key to a greater public awareness of the orchard meadow problematic can lie in the promotion of a simple expression referring to this specific landscape feature in Czech, similar to the phrase common in the German language: 'Streuobstwiese'. Our suggestion for the Czech language is: 'luční sad'. [ABSTRACT FROM AUTHOR]