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

Oct 15, 2026

Uploaded by jay

Mastering Czech as a second language is essential for pupils whose first language differs from the language of schooling, enabling more successful participation in education. The paper introduces a newly developed diagnostic test for lower and upper primary school graders, designed to identify which language skills and individual competences within communicative competence framework should be developed. Although not intended as a high-stakes assessment, the study emphasizes ensuring validity, reliability, practicality, and positive impact on teaching, learners, teachers, schools, and society.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Introduction

Language learning and migration context

Need for diagnostic measurement

Purpose and key characteristics of the test

Diagnostic Tests in Czech for Pupils with a First Language Different from the Language of Schooling Kateřina Vodičková*1 and Yvona Kostelecká2 • 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. Keywords: Common European Framework of Reference, Czech as a second language, diagnostic test, young learners 1 *Corresponding Author. Charles University in Prague, Institute for Language and Preparatory Studies, Czech Republic; [katerina.vodickova@ujop.cuni.cz](katerina.vodickova@ujop.cuni.cz) 2 Charles University in Prague, Pedagogical Faculty, Czech Republic Diagnostični testi na Češkem za učence, katerih prvi jezik ni enak jeziku šolanja Kateřina Vodičková* in Yvona Kostelecká • Obvladanje drugega jezika, v tem primeru češčine, je ključnega pomenaza učence, katerih prvi jezik ni enak jeziku šolanja, saj se le tako lahko uspešno vključijo v vzgojno-izobraževalni proces. Da lahko prilagodimopoučevanje jezika potrebam učencev, je nujno prepoznati, katere jezikovne spretnosti ali individualne zmožnosti, določene v okviru komunikacijskih zmožnosti, morajo biti razvite. V ta namen je bil oblikovan nov diagnostični test za učence nižjih in višjih razredov osnovne šole. Kljubsplošnosti testa je treba zagotoviti, da ima ustrezno veljavnost, zanesljivost in praktičnost ter da ima pozitiven vpliv na proces poučevanja, učence, učitelje, šole in na družbo. V prispevku je predstavljen položajučencev na Češkem, katerih prvi jezik ni češčina. Predstavljeni so predkratkim razvito diagnostično orodje in karakteristike testa, kot so: veljavnost, zanesljivost, vpliv in praktičnost. Ključne besede: skupni evropski referenčni okvir, češčina kot drugi jezik, diagnostični test, mlajši učenci Introduction As a consequence of the integration of the Czech Republic into the European Union, and of continuing globalisation, we have witnessed an increase in the migration of population in the last decades. Until 1989, Czechoslovakia was characterised by emigration, but after the Velvet Revolution this country of emigration began turning into a country of immigration (Drbohlav, 2011) . As a result of this change it became necessary for several institutions, and in particular integration policy, to adapt the prevailing attitude in a relatively short time. The process of integration into the host society is influenced by a range of factors, many of which are already the subject of detailed research, such asthe institutional environment and migration policy (Heckmann & Schnapper, 2003), confession (Foner & Alba, 2008), cognitive skills (Suárez-Orozco, 2007) and mastering the language3 (Chiswick & Miller, 2001) . Some of these factors have already been examined in the Czech context, as well (cf., e.g., Drbohlav, 2011; Janská et al., 2011) . In connection with the growing number of non-native speakers in the Czech Republic, there has been an increasing interest in the application and study of the Czech language, not only as a foreign language but also as a second language. The growing number of children of migrants4 (i.e.,

FAQs

Why is Czech language mastery important for pupils with a different first language?

It helps pupils access and complete education more successfully and supports integration into the school group and broader society.

What is the purpose of the diagnostic test described in the paper?

To identify which language skills and individual competences should be developed, and to evaluate the test’s characteristics such as validity, reliability, impact, and practicality.

Is the diagnostic test intended for high-stakes decisions?

No; the paper stresses that it is not a high-stakes test, while still requiring ensured validity, reliability, and practicality.

Oct 15, 2026

Uploaded by jay