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Bilingual schools and European projects
Pávková, Karolína ; Váňová, Miroslava (advisor) ; Walterová, Eliška (referee) ; Rýdl K., (referee)
The theme of this dissertation thesis is the relation of bilingual education and educational projects aimed at European issues. The research part was conducted at bilingual upper secondary schools in the Czech Republic, Germany and Great Britain (Wales). In the thesis the themes such as European politics, intercultural dialogue, international peace, human rights, humanitarian aid and language education are primarily included into European issues. The empirical research was deliberately realized at bilingual schools, where the instruction is delivered throught the medium of two languages. With regard to this fact a frequent participation at educational projects with European focus (European projects) was anticipated at these schools. European projects are often interconnected with the laguage studies. In recent years education projects have been an important part of the curriculum in Czech, German and British environment and they play a vital role in education context. The projects enrich the bilingual instruction from both methodical and content perspective and enable launching cooperation between schools and other partner institutions. Bilingual education has lately been supported by international educational strategies aimed at cultural biodiversity and multilingualism. In European Union The...
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Bilingual schools and European projects
Pávková, Karolína ; Váňová, Miroslava (advisor) ; Walterová, Eliška (referee) ; Rýdl K., (referee)
The theme of this dissertation thesis is the relation of bilingual education and educational projects aimed at European issues. The research part was conducted at bilingual upper secondary schools in the Czech Republic, Germany and Great Britain (Wales). In the thesis the themes such as European politics, intercultural dialogue, international peace, human rights, humanitarian aid and language education are primarily included into European issues. The empirical research was deliberately realized at bilingual schools, where the instruction is delivered throught the medium of two languages. With regard to this fact a frequent participation at educational projects with European focus (European projects) was anticipated at these schools. European projects are often interconnected with the laguage studies. In recent years education projects have been an important part of the curriculum in Czech, German and British environment and they play a vital role in education context. The projects enrich the bilingual instruction from both methodical and content perspective and enable launching cooperation between schools and other partner institutions. Bilingual education has lately been supported by international educational strategies aimed at cultural biodiversity and multilingualism. In European Union The...
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The comparative analysis of European educational programmes (as an inspiration for foreign language education by the topics of social sciences)
Pávková, Karolína ; Váňová, Miroslava (referee) ; Vališová, Alena (advisor)
The main aim of the Comparative analysis of European Educational Programmes is to inspire the instruction of foreign language by the topics of social sciences. The basis of the work is a theoretical comparative analysis of the European Educational Programmes, institutions and documents under the auspices of European Union and United Nations. Foreign language education is connected to The Frame Educational Programmes, Key competencies, Personal and social education and Content and Language Integrated Learning. In the frame of the theme the topics such as Common European Framework of Reference, language exams, teacher education or contemporary trends in language education are acknowledged. Another relevant subject is the participation of The Czech Republic in the European Educational Programmes. In the concrete chapters the ideas of language diversity and intercultural dialogue are mentioned. At the end of the work the comparative analysis is undertaken in the topical and methodical context of the programmes. The verifying of eight hypotheses defined in the frame of four criterias leads to deriving four main results of the analysis. These results are interpreted and transformed to the practical context of the instruction. The final outcome of the work are two alternatives of possible inspirative conception...
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