Support for Czech Language Learners in Primary School

The theoretical part of this thesis defines the concept of a Czech language learner and describes the difficulties these pupils may encounter when entering a new school. Attention is also paid to the possibilities of pedagogical support and to the role of the supporting teacher in the integration of the Czech language learner. The practical part aims to map how primary school teachers adapt their teaching to Czech language learners, what strategies they use, and how they assess these pupils. Data were collected through semi-structured interviews with class teachers, teaching assistants and teachers of Czech as a foreign language. The analysis shows that teachers consider it essential to create a safe and supportive environment for Czech language learners, emphasise understanding rather than the amount of content learned, and strive to provide individual support within the possibilities of the school. They use a wide range of methods in teaching Czech language learners and take the pupil's language level into account when assessing their work. The thesis offers a coherent insight into current practice and may serve as an inspiration for teachers working in heterogeneous classrooms.