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The role of stereotypes and prejudices in the teaching of the German language at primary school
Hluštíková, Eliška ; Nečasová, Pavla (advisor) ; Botlík Nuc, Tomáš (referee)
The diplomat heses focuses on the role of stereotypes and prejudice in the teaching of the German language at primary school. This thesis aims to contribute to a broader understanding of the relationship between stereotypes, prejudice and the teaching of German, both in academia and in the context of practical pedagogical practice. The theoretical part of the thesis deals with the teaching of German as a foreign language, the characteristics of the RVP, key competences and the definition of stereotypes and prejudices, including their characteristics, types and the difference between the two concepts. The practical part of the thesis focuses on the implementation of the research, which is carried out in the form of questionnaires for lower secondary school pupils, structured interviews with German language teachers and an analysis of the school curricula of individual elementary schools. The results of the study provide important insights into the influence of stereotypes and prejudice on German language teaching in primary school level 2. The findings help to identify areas in which to focus on eliminating or mitigating the negative influence of these phenomena. Based on these findings, recommendations and strategies for effective German language teaching with regard to the prevention and reduction...
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Developing Intercultural Communicative Competence through Reading Witi Ihimaera's The Whale Rider
Míková, Barbora ; Topolovská, Tereza (advisor) ; Červinková Poesová, Kristýna (referee)
This thesis concerns the development of intercultural communicative competence (ICC) through reading a work of postcolonial literature (The Whale Rider by Witi Ihimaera, 2005) in an English class. The theoretical part explains notions such as intercultural communicative competence and culture. It also describes the benefits of reading in ELT. The practical part presents a project consisting of altogether twelve lessons dedicated to reading The Whale Rider. The aim of the project is to support the pupils' development of ICC, make them aware of other English-speaking cultures than just the traditionally presented ones and, last but not least, to develop their language skills. The outcome of the project is, besides the expected raised level of ICC, which is, however, hard to measure, a poster about Maori culture realized by the pupils. KEY WORDS intercultural communicative competence, postcolonial literature, reading, English language teaching, The Whale Rider
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