Diagnostic Tests in Czech for Pupils with a First Language Different from the Language of Schooling

Kateřina Vodičková; Yvona Kostelecká

doi:10.26529/cepsj.103

Kateřina Vodičková
Yvona Kostelecká

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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