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Linguistic diversity at Czech schools has increased in the last decade, and it has become a new everyday reality. Nevertheless, there is still a lack of studies investigating lived experiences with managing multilingualism at schools. Our study examines schools as multilingual social spaces in which the visible language choice on signs reveals the language regime based on ideologies and policies. We contextualize our study according to top-down language policy, and the essential theoretical concepts such as social space or language regime are explained. The linguistic landscapes at schools (so-called schoolscapes) are analysed and interpreted to capture schools as multilingual social spaces. The focus lies on (1) displayed languages; (2) authorship of the object: (3) location of the object. The data from schoolscaping are complemented by interviews with school principals, who are responsible for language choice decisions. The investigation took place in four schools, where multilingualism plays an essential role. The results indicate that despite the multilingual reality and the promotion of multilingualism by anchoring it in the agenda of inclusive education, language homogenization is operative in schools. Our results are relevant for exploring the linguistic environments and language regimes at schools and reveal possible explanations for linguistic homogenization. [ABSTRACT FROM AUTHOR]

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Open in new tab Download slide OBJECTIVES This study reports the results of an international expert consensus process evaluating the assessment of intraoperative air leaks (IAL) and treatment of postoperative prolonged air leaks (PAL) utilizing a Delphi process, with the aim of helping standardization and improving practice. METHODS A panel of 45 questions was developed and submitted to an international working group of experts in minimally invasive lung cancer surgery. Modified Delphi methodology was used to review responses, including 3 rounds of voting. The consensus was defined a priori as >50% agreement among the experts. Clinical practice standards were graded as recommended or highly recommended if 50–74% or >75% of the experts reached an agreement, respectively. RESULTS A total of 32 experts from 18 countries completed the questionnaires in all 3 rounds. Respondents agreed that PAL are defined as >5 days and that current risk models are rarely used. The consensus was reached in 33/45 issues (73.3%). IAL were classified as mild (<100 ml/min; 81%), moderate (100–400 ml/min; 71%) and severe (>400 ml/min; 74%). If mild IAL are detected, 68% do not treat; if moderate, consensus was not; if severe, 90% favoured treatment. CONCLUSIONS This expert consensus working group reached an agreement on the majority of issues regarding the detection and management of IAL and PAL. In the absence of prospective, randomized evidence supporting most of these clinical decisions, this document may serve as a guideline to reduce practice variation. [ABSTRACT FROM AUTHOR]

Our study focuses on expiring relationships between language policy in the educational context and the users of foreign languages (i.e. pupils). The theoretical part of the study introduces the term language policy and indicates its development in the Czech Republic over the recent years. The empirical part aims to describe how the pupils perceive the German language. Methodologically, we use qualitative analysis of language portraits and interviews. The research sample consists of 25 students (8th grade). Our results show the instrumentalized function of the German language and focus on the usage of the German language. Based on our results, we suggest some changes in language policy that would better fit pupils' perceptions of languages. [ABSTRACT FROM AUTHOR]

Teacher's professional vision is a well-researched concept that highlights the importance of noticing salient issues in classroom situations and reasoning about them. This paper aimed to investigate pre-service teachers' professional vision of pupil engagement: what student teachers notice in classroom videos regarding pupil engagement and how they verbalize it. The data was collected using interviews with classroom videos as prompts. 20 English as a foreign language pre-service teachers participated in the study. The data was analysed using qualitative content analysis and word clouds. The results suggest that pupil engagement is observed on three levels: behavioural, cognitive, and emotional, and it is seen in connection with classroom factors influencing it; the most mentioned one being teacher actions. To verbalize their noticing of pupil engagement, student teachers used wors and phrases that describe engagement directly (such as "participate", "enjoy", "respond") or indirectly, for example through descriptions of actions ("raising hands") or suggestions of cognitive involvement with the content ("know" or "remember"). Understanding how student teachers talk about pupil engagement can help us tease out important points in discussions during teacher education programmes and, in doing so, aid the pre-service teachers in framing their noticing and developing their professional vision. [ABSTRACT FROM AUTHOR]

Copyright of Orbis Scholae 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.)

Our paper focuses on the development of professional perception of future teachers of German as a foreign language using the video-based on-line learning platform DaF-VideoWeb. In this paper, we address the following questions: (1) How do the reflections on instructional videos written by prospective teachers of German differ before and after working in the online learning environment DaF-VideoWeb? (2) How do the reflections on instructional videos differ in guided vs. unguided instruction? (3) How do future teachers of German evaluate the learning platform DaF-VideoWeb? The paper presents preliminary results based on a sample of five students attending a BA-and MA-course in teaching German Language and Literature (Faculty of Education of Masaryk University in Brno). In our analyses of the students' reflections we use a qualitative approach, and in the process of categorizing the results, previous experiences from other language subjects are considered as well. Our preliminary results do not just reveal the structure of professional vision of future teachers of German, but also point out possible directions for the further development of the online Platform DaF-VideoWeb. [ABSTRACT FROM AUTHOR]

Myositis ossificans (MO) is characterized by abnormal heterotopic ossification formation, typically involving muscles, tendons, ligaments, fascia, and aponeurosis. It can be categorized into nonhereditary and hereditary types, with the latter being a distinct entity with a separate pathophysiology and treatment approach. The pathophysiology of MO formation remains to be fully elucidated. MO is most commonly observed in muscle tissue as a solitary lesion. The disease has been reported to occur in all ages, including the very young and in atypical locations, including hands, feet, ribs, head and neck. The present case report describes an unusual pseudomalignant form of MO in the breast. The authors discuss the clinical and morphological characteristics of the tumor and its treatment options. [ABSTRACT FROM AUTHOR]

In language learning, teachers often encounter multilingualism when teaching a specific language. Multilingualism is the ability to use languages in an interconnected way; languages as such can be thus approached rather as a linguistic repertoire. In this study, we look at how students (and teachers) in Czech schools deal with English use within German lessons. In this context English is the first foreign language taught to students and German the second foreign tongue taught in school. Twenty-eight lessons from four experienced language teachers were recorded at lower-secondary level. Conversational analysis of transcripts identified 65 instances of English use in German classes. The analysis suggests that English is used in three ways, either it is seen as a source of a problem that needs to be repaired, it is accepted practice, or the use of English is initiated by the teacher. Our analysis suggests that using English language in German lessons and potentially multilingualism in teaching does not have a clearly defined status. Furthermore, inconsistency in teacher responses to multilingualism may require clearer consideration as to if languages are taught as discreet entities or more flexible linguistic mechanisms may be adopted to facilitate learning. [ABSTRACT FROM AUTHOR]

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The article presents information on the 2013 conference of the International Society for Historical & Systematic Research on Schoolbooks, held in Brno, Czech republic. The event discussed different methods, used for research on educational media and textbooks, in six thematic sessions including historical content analysis, linguistic and discourse analysis, and evaluation research.