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

ZÁLESKÁ, Klára. Integrating Immigrant Children into Primary Schools in The Czech Republic and Norway. In ECER 2015 : Education and Transition. Contributions from Educational Research, Corvinus University, 7.-11. 9. 2015, Budapest, Hungary. 2015.

Basic information

• Original name: Integrating Immigrant Children into Primary Schools in The Czech Republic and Norway
• Name in Czech: Integrace dětí přistěhovalců do základní školy v České republice a Norsku
• Authors: ZÁLESKÁ, Klára (203 Czech Republic, guarantor, belonging to the institution).
• Edition: ECER 2015 : Education and Transition. Contributions from Educational Research, Corvinus University, 7.-11. 9. 2015, Budapest, Hungary, 2015.

Other information

• Original language: English
• Type of outcome: Presentations at conferences
• Field of Study: 50300 5.3 Education
• Country of publisher: Hungary
• Confidentiality degree: is not subject to a state or trade secret
• RIV identification code: RIV/00216224:14210/15:00083931
• Organization unit: Faculty of Arts
• Keywords in English: immigrant children; integration
• Tags: mzok, rivok

Abstract

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.

Links

• MUNI/A/1219/2014, interní kód MU: Name: Celoživotní učení v institucionálních souvislostech

Investor: Masaryk University, Category A