| Abstract [eng] |
The education process of bilingual and multilingual children is investigated in this Master‘s degree paper. The purpose of this work is to investigate and to justify education facilities of bilingual and multilingual children during speech therapy trainings. The qualitative research has been carried out. All the data collected during partially formal observation, partially structured interview, also data of interviews and observations have been analysed using content analysis method. The case chosen is based on the research of bilingual boy and the data collected are analysed using case analysis method. There were 11 teachers also 3 parents of bilingual and multilingual children, 3 schoolchildren and 6 their classmates attending the research. The education process of bilingual and multilingual children at preschool group and elementary school is investigated. Based on the scientific analysis and data of empiric research the education process model of bilingual and multilingual children was developed and implemented during the speech therapy trainings. The observations and interviews with the teachers, specialists, with schoolchildren and their classmates disclosed: the majority of teachers used to apply usual educational methods while working with the bilingual and multilingual children, these methods are also the same for all the other children; institutions of education for training of bilingual and multilingual children require language correctors, language correction assistants, interpreters also there is a lack of assistance for bilingual and multilingual children to be provided by foreign language teachers; there should be more active involvement of family in the education process of bilingual and multilingual children; a lot of teachers has confirmed that they are out of interest how better they should train bilingual and multilingual children, large numbers of teachers stated that it is not important for them; there is a lack of integrated training assistance provided by different specialists to bilingual and multilingual children; there is also a lack of mutual collaboration between specialists and teachers, it was found that mothers of young girls usually collaborate only with female teachers and fathers usually are satisfied with only efforts provided by language therapist. |
