Abstract
The text presented is a case study of one specific school in the Czech Republic, where many pupils with migrant backgrounds are concentrated. On the theoretical level, the study is based on experiential epistemology, which emphasizes interactions over the states and essences of actors or environments. This approach enables researchers to put the Bronfenbrenner’s model of the ecological system in a broader context of Chicago School (interactions) and Palo Alto School (communication). Bronfenbrenner’s concept of the mesosystem (in our case of the school) draw attention to the importance of communication and to specify three significant themes. The themes detect conditions that support and deepen the self/development of all actors involved (pupils, teachers, management, parents, etc.). In the methodological part, the themes have used as the frame for the frame analysis. In this way, the data collected in the school by observations, field notes, interviews are analysed. Although there are not many such schools like the one the authors research, they play an essential role in the integration of migrants into Czech society. That is the reason why the authors can discuss the outcomes of the study in a broader context and offer specific recommendations for state policies on the migrants’ inclusion.
Highlights
In this paper we present the results of a case study undertaken at one government funded school for students aged 6−15 in the Czech Republic
Strategies which enable several communication languages to overlap and facilitate information transfer. It is this respect for the role of a field of mutual understanding that we identify the following three research themes: Theme 1 − Continuous communication as the central value of the school Theme 2 − Communication as interactions amongst microsystem, mesosystem, and macrosystem Theme 3 − The field of mutual understanding in relation to operating languages
The communication assistant had a high language proficiency and helped foreign parents register their child into the school and with other educational administration where the Czech language is necessary
Summary
In this paper we present the results of a case study undertaken at one government funded school for students aged 6−15 in the Czech Republic. Due to the school’s history and location it has a high concentration (over 60%) of students from different sociocultural backgrounds and with different mother tongues.. Due to the school’s history and location it has a high concentration (over 60%) of students from different sociocultural backgrounds and with different mother tongues.2 This specificity influences the internal mechanisms and functions that affect the educational processes. Due to structural conditions and historical circumstances, children of foreigners are concentrated in a few schools throughout the Czech Republic, usually in large cities. These schools are independent of each other and each of them creates an entirely original mesosystem with different approaches to communication
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