Informace o publikaci
Entrance Examinations as a Barrier: Language Proficiency and the Risk of School Failure among Foreign Pupils in Czech Education
| Název česky | Jazyková znalost a školní neúspěch: Role přijímacích zkoušek pro zahraniční žáky v českém vzdělávání |
|---|---|
| Autoři | |
| Rok publikování | 2026 |
| Druh | Recenzovaný odborný článek |
| Časopis / Zdroj | CZECH-POLISH HISTORICAL AND PEDAGOGICAL JOURNAL |
| Fakulta / Pracoviště MU | |
| Citace | |
| www | https://journals.muni.cz/cphpjournal/article/view/42830/34953 |
| Doi | https://doi.org/10.5817/cphpj-2025-004 |
| Klíčová slova | Czech Republic; foreigners in education; primary education; secondary education; language proficiency; Czech as a second language; entrance examinations; educational support; CEFR; intercultural communication; teacher preparedness |
| Popis | This article addresses the challenges faced by pupils with a different mother tongue (hereafter referred to as f'oreign pupils)' in the Czech educational system. It focuses on their preparation for the standardised entrance examination for four-year upper secondary schools, particularly in terms of language proficiency and teacher preparedness. The research is grounded in the implementation of the course, entitled 'Preparation for Entrance Exams to Secondary Schools', in the years 2024 and 2025. Additionally, it is informed by a meticulous linguistic analysis of examination materials in both the Czech language and mathematics. The findings unequivocally demonstrate that the requirements of these compulsory tests align with levels B2-C2 (as defined by the Common European Framework of Reference for Languages [CEFR]), which falls short of the level that can be attained by foreign students receiving maximum statutory support during their final school years. The discrepancy between the expected language proficiency and the possible language training received by foreign pupils has been shown to increase the risk of school failure. The analysis further demonstrates that a deficiency in teachers' preparedness in the domains of Czech as a second language and intercultural communication diminishes the efficacy of pupil support. The study proposes measures to address this mismatch, including the realistic setting of language goals, the adaptation of assessment materials, systematic teacher training, and the strengthening of cooperation between schools and counselling institutions. |