No abstract

Acquiring the language of the host country is an important factor that influences the process of integration of immigrants into society. For the children of immigrants, proficiency in the official language of their new country is crucial for their success and their smooth integration into the education system and the wider community. This article analyses Czech language proficiency of immigrant children enrolled in middle school 1 in Czechia and seeks to examine how their language skills develop over time and what factors impact the process of Czech language acquisition. The authors created a special diagnostic instrument to test students' communicative competence. Subsequently, they used it in a pilot study they carried out on a sample of immigrant children enrolled in selected middle schools in Prague. The findings of this pilot study confirmed that the linguistic distance between Czech and the students' mother tongue had a significant influence on how and how quickly they mastered the Czech language.

The process of czech language acquisiTion by foreign pupils aT lower secondary school foreign students in the USA, Vallet and Caille (1999) describe article type Full research paper

In 2020, the global pandemic of COVID-19 significantly affected most human activities, including education. Many countries took anti-epidemic measures to reduce or eliminate the pandemic, which often included reduction or cancellation of full-time face-to-face school education. This, of course, went hand in hand with a number of technical, organizational, and pedagogical-didactic issues that had to be solved instantly. The presented study analyzes the behavior of more than 1000 secondary school teachers in the e-learning system named Techambition for mathematics education developed by the company with the same name. In the study, data from the spring and autumn 2020 waves of the pandemic are analyzed and presented (the period from 1 March 2020 until 18 March 2021). The main outcome of the study is a description of the basic types of approaches to teaching, based on cluster analysis of the collected data. The collected data show three basic types of teachers’ behavior during spring 2020 that were identified based on their characteristics: organized, hardworking, and seekers and three basic types of teachers’ behavior during autumn 2020: organized, seekers, and experimenters. As part of the findings, we present an interpretation of the data through the description of individual groups and monitor the changes in teachers’ behavior between the spring and the autumn 2020 period of the pandemic.

The Wolfram applications enable direct access to several main information sources (databases) and enable the data to be analysed easily. This offers developing information literacy on authentic material in chemistry education. For chemical compound identification: CAS, CID and Beilstein Numbers are used. In this paper, the authors focused on the ambiguousness of carbohydrate identification using these numbers. Altogether, there are 1498 compounds listed under the CAS Number, whereas CID and Beilstein Numbers are not assigned to every compound with CAS. During the analysis, several hundred entries with duplicate records were found, providing ambiguous information about the compounds. The authors focus on ambiguous database records, further analyse the physical properties of two compounds with several assigned identification numbers. This approach offers a suggestion on how to work with this topic in education, offering fruitful educational content.