Diagnostic Tests in Czech for Pupils with a First Language Different from the Language of Schooling
Keywords:
Common European Framework of Reference, Czech as a second language, diagnostic test, young learners
Abstract
Mastering a second language, in this case Czech, is crucial for pupils whose first language differs from the language of schooling, so that they can engage more successfully in the educational process. In order to adjust language teaching to pupils' needs, it is necessary to identify which language skills or individual competences set out within the framework of communicative competence should be developed. For this purpose, a new diagnostic test for lower and upper graders of primary schools was designed. Although it is not a high-stakes test, it is essential that its validity, reliability and practicality are ensured, as well as its positive impact on the teaching process, pupils, teachers, schools and society. The present paper introduces the position of pupils with a first language other than Czech in the Czech Republic. It presents a recently developed diagnostic tool and documents the characteristics of the test, such as validity, reliability, impact and practicality.
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References
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Alderson, J. Ch., Clapham, C., & Wall, D. (1995). Language test construction and evaluation. Cambridge: Cambridge University Press.
Cvejnová, J., PapÃrnÃková, I., & BeneÅ¡ová Grunotvá, D. (2007). Diagnostika úrovnÄ› znalosti Äeského jazyka (diagnostická pÅ™ÃruÄka) [Diagnosing the Level of Czech]. Praha: Centrum pro integracicizinců.
Davies, A. et al. (1999). Dictionary of language testing. Cambridge: Cambridge University Press.
Drbohlav, D. (2011). Imigrace a integrace cizinců v ÄŒesku. NÄ›kolik zastavenà na cestÄ› zemÄ› v jejà migraÄnà promÄ›nÄ› z Davida na téměř Goliáše [Immigration and Integration in the Czech Republic]. Geografie, 116(4), 401–421.
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Harding, L., Alderson, J. Ch., & Brunfaut, T. (2015). Diagnostic assessment of reading and listening in a second or foreign language: Elaborating on diagnostic principles. Language Testing, 32(3), 317–336.
Heckmann, F., & Schnapper, D. (2003). The integration of immigrants in European societies: National differences and trends of convergence. Stuttgart: Lucius & Lucius.
Hughes, A. (2003). Testing for Language Teachers. Cambridge: Cambridge University Press.
Chiswick, B. R., & Miller, P. W. (2005). Linguistic distance: a quantitative measure of the distance between English and other languages. Journal of Multilingual and Multicultural Development, 26(1), 1–11.
Chráska, M. (2007). Metody pedagogického výzkumu: základy kvantitativnÃho výzkumu [Methods of Pedagogical Research: A Basis for Quantitative Research]. Praha: Grada.
Ioannou-Georgiou, S., & Pavlou, P. (2013). Assessing young learners. Oxford: Oxford University Press.
Janská, E., Průšvicová, A., & ÄŒermák, Z. (2011). Možnosti výzkumu integrace dÄ›tà Vietnamců v ÄŒesku: pÅ™Ãklad základnà školy Praha-Kunratice [Possibilities of Researching the Integration of
Vietnamese Children in the Czech Republic]. Geografie: sbornÃk ÄŒeské geografické spoleÄnosti, 114(4), 480–496.
Kostelecká, Y. et al. (2013). Žáci-cizinci v základnÃch Å¡kolách: Fakta, analýzy, diagnostika [Pupils-Foreigners at Primary Schools: Facts, Analyses, Diagnostics]. Praha: Univerzita Karlova v Praze, Pedagogická fakulta.
McKay, P. (2010). Assessing young learners. Cambridge: Cambridge University Press.
Nováková, S. et al. (2001). Evropské jazykové portfolio pro žáky do 11 let v České republice [The European Language Portfolio for Pupils up to 11 Years in the Czech Republic]. Plzeň: Fraus.
Perclová, R., & Marešová, E. (2001). Evropské jazykové portfolio pro žáky a žákyně ve věku 11 – 15 let v České republice [The European Language Portfolio for Pupils Aged 11–15 in the Czech Republic]. Praha: Fortuna.
Suárez-Orozco, M. M. (Ed.) (2007). Learning in the global era: International perspectives on globalization and education. Los Angeles: University of California Press.
Å indelářová, J., & Å kodová, S. (2013). ÄŒeÅ¡tina jako cÃlový jazyk 1. dÃl: Metodika pro výuku osob (dÄ›tà do 15 let) s mezinárodnà ochranou formou azylu nebo doplňkové ochrany [Czech as a Target Language, Part 1]. Praha.
Published
2016-03-31
How to Cite
Vodičková, K., & Kostelecká, Y. (2016). Diagnostic Tests in Czech for Pupils with a First Language Different from the Language of Schooling. Center for Educational Policy Studies Journal, 6(1), 31–48. https://doi.org/10.26529/cepsj.103
Section
FOCUS
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