Author: Patricie

An article about how the Brno City Council is taking steps to create a coherent strategy for the integration of foreigners, in line with the wider social inclusion plan.

When PELICAN was kindly invited by the Brno City Council to take part on the discussion about Strategy for the Integration of Foreigners in the City of Brno II (continuation of the same group last year, with the aim of creating the Strategy for the Integration of Foreigners of the City of Brno for 2020-2026) with the topic of “Communication and Diversity management”, he did not hesitate to confirm his participation.

Not only that he has, thanks to the rich experience from a European educational and integrational projects, to say a lot on the topic, but he is also a good listener – and is always willing to jump into new projects, or even initiate them on the basis of confirmed analyses and expected positive results.

“Strategy for the Integration of Foreigners of the City of Brno for 2020-2026 is a crucial strategic document that the city has been missing for a long time. Its aim is to describe the key issues and challenges in the field of integration of foreigners, which the inhabitants of Brno face, and find solutions.”

The key element for a document to be created is the discussion (working) groups. Their goal is to create a space for opinions and experience of both institutions and organizations that meet with foreigners,  foreigners themselves and professionals and citizens affected by the topic. Therefore, participants in these workshops /discussions (non-profit organizations, Brno residents, officials, academics, politicians) can significantly influence the direction in which the city will focus in the field of integration of foreigners.

Based on the data collected by the city over the past two years, 8 working groups have been set up, each of them is dealing with a specific topic. In the first block, which took place in the autumn of last year and which PELICAN also participated in, were discussed topics of mainstreaming integration measures across public space, among other topics, for example, sounded the acquisition of Czech language by foreigners and the development of professional, intercultural and other skills of public institutions workers. Based on the discussion, the final report “Data and Facts about Foreigners in Brno” was created. The resulting analytical part and the set of defined priority objectives is a fundamental step towards creating a Strategy document.

The second block (II) of the discussion was focused on the results of this report. Quantitative parts of the survey and the significance of the resulting data for mutual communication and diversity managements were discussed, but attention was also paid to the results of qualitative research. Participants were particularly interested in blind spots, whether it still makes sense to focus on other areas of the topic under consideration. The priority objective of the discussion was to clarify the goals and ideas of the participants in the discussion group in relation to mutual communication and diversity management. To put it simply, we were looking for connections between the different participants, on the basis of which we tried to create common visions, goals and priorities for the Strategy program.

The need of effective learning of Czech language for foreigners – especially language courses on topical topics – was discussed, not only to help the foreigners to learn the language of the host country, but also to learn them the language which will help them to practically exist in the new society. The big topic was also effective communication with any linguistic or ethnic groups at municipal level. It is important to look at the challenges from the opposite perspective – crucial then is not only to integrate the newcomers, but also not to forget the office workers, who often do not know / do not have the tools / there is a language barrier to deal with the different coming culture.

Migration is a common phenomenon, especially in large European cities. Focusing on all aspects and finding blind spots is the only way to prevent future problems such as creating closed communities and places where it can be dangerous.

Language school PELICAN / Association PELICAN

“Just in the north of Finland, in the middle of a small village, in the middle of endless forests, the first meeting of the new project took place…”

Finland is the fascinating country, which has had our Language School Pelican in the viewfinder for a long time. Whatever it had meant for us to warm-up at the Finnish sauna, that nearly every Finn has at home, or to see perhaps only for a little moment a glimpse of Aurora. Finally, we only managed to catch a glimpse of a glow emanating from the “Greenhouses” in which the Finns proudly grow their tomatoes, but we were even for this light flowing from the huge illuminated buildings incredibly grateful, since it was basically the only source of light you can see in Finland during gloomy November days.

And that Finland is called a country in which the sun never fades? Well, not in November. In this period, Finland is the country where most of the day – is the night.

But don’t worry, PELICAN has not fallen from the lack of sunlight in the autumn depression, quite the contrary. The Finnish lifestyle, plenty of good food and friendly people lit our hearts just after arrival. And – today you don’t even need your passport to take a little vacation in Finland with us. Let’s see!

Finland, here we are! When the land of thousands lakes hide much more than we expected…

Before we jump right into the disclosure of the main goals of our trip, let’s get to know at least a little about Finland. There are plenty of things that even traveller PELICAN did not know before – and that there is so much to talk about!

Speaking about sauna has been already done, but this fact has yet to be emphasized (for 5 million people here you can find about 2.2 million saunas). In Finland you will find more saunas than cars – even for example in fast foods! Probably the most famous nickname of Finland (and it must be said that it is lawful) is the land of thousands of lakes and islands. Indeed, almost 10 % of the country covers the lakes, you can find here 200 000 of them (those that are bigger than 500 square meters). And the islands – these are almost the same number.

Among the other Finnish pearls, that we learned during our stay, is that: if you buy a chair in the Ikea store, it will probably be named after one of the Finnish places, national animal is the brown bear and a very popular sport here is: throwing a cell phone. Finns also boasts the largest number of heavy metal bands in the world. The profit from gambling is all about charity, and Finland is so green that almost 9 of 10 plastic bottles go back to recycling. Well done, Finland!

If you are interested in a bit of history, it is certainly interesting to mention that Finland is a relatively “young” country. Until 1809 the country was a part of Sweden. That’s why Swedish is still the official language in Finland – and in some areas (even in the one visited by PELICAN) Swedish is still a major language and where children start learning Finnish basically at a later age at school.

For PELICAN, who is a good and beverage gourmet (by beverage we are thinking especially a hectolitres of coffee), it was a great surprise that the Finns drink the most coffee in the world, an average of 12 g of coffee per Finn per year. Which basically means, that PELICAN could be considered as two massive Finns together. Well, when it comes to coffee, we were convinced after our previous trip to Florence, that no country could beat Italy. However – after a few days in Finland during the winter months, we have realized that coffee is probably really needed here more than anywhere else, because as soon as you wake up – you feel like it is already a night again. Caffeine, caffeine, caffeine – please!

And so we could go on forever. We kind has found out that although Finland is for Czech people relatively easily accessible country, the only thing we had idea was probably that the capital is Helsinki and the Finnish ice hockey has a pretty good (and pretty handsome) team, which can sometimes give even our ice hockey legend Jaromír Jágr pretty hard time. And therefore we are more than happy to realize that not only Finland itself but also its inhabitants have much more to offer.

And when you ever come up with complaining about the amount of the fine for speeding on our roads, remember the poor (actually rich) person from Finland. There are no fixed tables in the country to determine how much you pay for exceeding the speed – you simply be calculated on the basis of monthly income. Ooopzy!

But back to the fairy tale about how PELICAN found himself in Finland…

The fact, that our Language School PELICAN is not “just” a language school that provides its students with services in the area of language education, is generally known. A big part of our school is also a non-profit organization Association PELICAN within which we, all of pelicans (yes, usually including our students) are involved in interesting activities related to participation in European educational projects. Thanks to this, we are constantly “on horseback”, we can be creative, we can invent, be innovative and build – a new educational tools, which are then widely use in our courses, especially when it comes to learning a Czech as a foreign language.

And thanks to this, we can actually never get bored!

About one of our fairy-tale projects called MultiLib, which was designed to develop children’s language skills and multicultural understanding through fairy tales, you have already heard before. After all, who would not now our multilingual online library full of fairy tales for children, including 26 books translated into seven European languages and 12 books in minority languages of the partner countries and the book of activities which for created for all who wants to work with the library? Well, if you have not visited the library yet, then you have to catch up!

MusiLib project builds on a successful MultiLib!

How to involve music in intercultural education of children is the main question of the new project, called MusiLib. After a successful MultiLib project, mainly related to the involvement of books – fairy tales in language learning, the partners decided to build on it and move it further on. Do you ask how? By using a truly innovative medium in education – MUSIC, which has also an indisputable reflection of local culture in each partner country.

As a part of the new project, the existing MultiLib library will be expanded to include the “soundtracks” for each individual story, in collaboration with professional musicians who will do so through the traditional instruments of the country from which the fairy tale comes from.

Subsequently, partners will create a Multicultural online library of used instruments for children. In there you will find photos of all musical instruments including short record with typical sounds for each musical instrument. And of course, to stay in the fairy tales, each musical instrument will be accompanied with short fairy tale, explaining its origin and tradition. In addition, as with the MultiLib project, a set of activities and a handbook for teachers will be created to explain to teachers how to work effectively with developed tools. Was learning ever more fun?

 

 

Well, and that’s actually the end of the story about how PELICAN found himself in Finland. The project coordinator has become a partner from Finland, who has joined the already established partnership from the MultiLib project – to partners from Sweden, Belgium, Greece, the Czech Republic and Great Britain. Just in the north of Finland, in  in the middle of small village, in the middle of endless forests, the first meeting of the new project took place.

So, to be clear, PELICAN really did not only attend the sauna in Finland. Hardly (but still with fun and smile on our lips) we have been planning together with our partners in 3 days what steps we will take to deliver the resulting materials to the target groups of the project (pupils in elementary schools in seven partner countries, migrant children and ethnic minorities in these countries, teachers in  primary schools, but also just all those interested in language and multicultural education) as soon as possible.

 

As a part of the project, we plan to organize various workshops (not only in primary schools), which will allow all interested people to take a closer look at the project’s “secrets” and familiarize themselves with the created materials so that everyone can work with the tools efficiently. That’s the goal!

There is no other choice but to believe that the new MusiLib projet will be at least as successful as its older brother – MultiLib. So, at the end of this story, let’s just say – let’s keep the good work! And do not forget to play a nice song tonight!

Your (still tuned Finnish) PELICAN

Welcome to a wonderful meeting with our Czech language teacher Jitka Koudelková, who has been teaching at our Language school PELICAN for some time now.

We will talk about why Czech language enchanted her, who are her students, what methods she use in teaching our language, what was going on within this year’s meeting of Association of teachers of Czech language as a foreign language, about her “controversial” involvement of books and literature in teaching host country language, but also about cultural differences during teaching foreigners. How does she perceive them? And what brought her to the teaching Czech language? PELICAN is asking!

Jitka, could you, please, introduce yourself briefly and tell us why you are interested in teaching Czech language for foreigners?

I graduated at the Faculty of Arts at the Masaryk University in Brno, which prompted my interest in languages. That’s why, after the graduation I’ve chosen general linguistic for my postgraduate studies. During my studies I have been teaching Czech language for foreigners, firstly children and later also adults from all parts of the world.

What exactly do you teach for Language school PELICAN? Do you have any experiences with lessons “outside” our language school?

At the LS PELICAN I teach Czech for foreigners, especially within the individual lessons for asylum seekers, in cooperation with the Organization for aid to refugees (OPU). In the past, I was teaching for example in the Volunteer Centre 67 in Brno. Every single lesson gave me irreplaceable experiences.

At the picture: Jitka Koudelková, author of the picture: Jitka Janů

What materials do you work with when teaching Czech? Do you have any tips and best practices you would recommend?

In my lessons, I use proven teaching materials. I work especially with the book Czech Step by step by Lída Holá, which is, in my opinion, the best textbook of this type in our market with a wealth of support materials available online. Besides, I like to work with authentic texts, especially from Czech literature or materials from everyday life such as menu, curriculum vitae, cultural programs etc.

Do you know/use any innovative teaching materials/methods in your lessons?

I think it is not easy to bring something truly innovative into the classroom today and it is always a big challenge for all the teachers, not just the language ones. But what is relatively new, for instance, is working with different types of videos within the classroom. Personally, I think it is very effective to find a favourite series in the language your are studying. There is infinite quantity of activities how you can work with such a tool and they are very interesting for students of all ages and levels of knowledge. It is a great way to develop vocabulary in a commonly spoken language.

Could you briefly describe how does your lessons look like?

In my lessons I like to use authentic, especially fictional texts from Czech literature. Books can be used in teaching in a variety of ways, including preparatory courses of Czech for beginners with no basic knowledge of language.

Foreigners who learn the language of the host country directly in the host country can easily achieve a large number of words by identifying them in the text. Then there is nothing to stop them from remembering them. In the text, familiar words can be seen in the context, which undoubtedly facilitate their subsequent use.

Czech language is your great interest. What fascinates you on our language?

Czech language fascinated me since I was young girl. At the grammar school, our professor was a cultivated and well-read lady who has been my role model and motivated me to read books and study the language further. I’ve always enjoyed reading and through the literature I’ve found the way to the language in general.

Workshop within the meeting of AUČCJ in Prague.

Language school PELICAN cooperates, in the framework of teaching Czech language as a foreign language, especially with above mentioned organization OPU. Do you know any other organizations that partially or completely, within their activities, focus on teaching Czech language for foreigners in Brno?

As far as I know, there is for example the META organization dedicated to the support of foreigners in education and work integration. It also supports educator teaching foreigners by organizing seminars or developing learning materials for students with specific needs.

Next, I should not forget to mention the organization Nesehnutí, which provides lots of great programs and campaigns to encourage foreigners (migrants and refugees) and their successful integration into society. To give you an example, within their organization there is a program Together for Diversity which includes a fabulous Buddies project, which is all about volunteering and teaching the Czech as a foreign language. This program is not only about the teaching, but also about integration of foreigners into the host society, big  part of the program is promoting intercultural understanding.  

Is it really too hard to learn Czech, as people keep saying?

Czech language is, in my opinion, very difficult. In general, the success in learning process depends very much on the language environment from which students come to our country. The most successful are, obviously, students whose mother tongue is any other Slavic language. However, the most important is motivation and everyday contact with the language.

What is the biggest challenge for foreigner in learning Czech according to your experience?

The big problem is the correct pronunciation of some of the sounds. However, it is a problem for many Czech people to speak correctly too. The key for foreigners is to talk and not to be afraid to make a mistake.

From which countries are your students from?

My students come mostly from the Middle East, especially Iraq, Syria and Afghanistan.

What would you say about cultural differences? Do you perceive them in teaching?

You might not expect it, but I do not perceive cultural differences in teaching at all. The people I work with are very often dealing with the same everyday problems as myself. However, that I do not perceive them in lessons does not mean that they are not present, of course. When we embark on wider debates, it is a pleasure to watch how each single student is proud of his/her domestic culture and traditions.

You are partly involved in European educational project Lingua+ of which our LS PELICAN is the partner. Within this project you implement in your lessons Czech books and related activities to the reading (the learning path is called A Book Club). Could you briefly describe us this experience?

I like the idea of the Book Club from the beginning, as I can connect within the implementation of such an activities my interest in reading and language education, and at the same time to encourage in students from different cultural backgrounds the interest in Czech literature and Czech culture.

 

Workshop within the meeting of AUČCJ in Prague.

My students are predominantly beginners, so it is not always easy to find an appropriate activity related to the reading a book for them. The method I have finally chosen may seem controversial a little, but it works very well. I assured myself and my students in practise when I gave them a passage from the authentic text of the novel by author Milan Kundera.

In the beginning of each lesson based on work with the book I tell to the students that there is no need to fully understand the presented text. The task then can be for example to find in the text maximum of the words that they know or that seem familiar to them. Even students with elementary knowledge of the language are usually able to identify words in the text and translate or explain them correctly. Another task, for instance, can be to find a pair of synonyms or antonyms. In the next task they have to show selected part of the text by using demonstration (pantomime), and the other students have to guess what part of the text it is.

Personally, do you think this way of teaching is effective? Where can you see advantages/disadvantages?

I consider this method very effective. Reading the book teaches students the use of the words and phrases in contexts in which they can subsequently use them. Part of this method is also a common reading. First, the lecturer slowly and carefully reads the text to the students and then students read the text individually, which helps them to learn the correct pronunciation.

You were talking about this method within the workshop at the meeting of Association of teachers of Czech language as a foreign language (AUČCJ). What was the opinion of other teachers/educators on this topic?

This method could have been taken without passionate emotion, if I would not start to talk about the teaching students on the level of knowledge – beginners. The most common counterargument was that the authentic text is too demanding. Firstly, however, it is important to realize, that is not so important for students to understand everything that is written in the specific snippet of the text or what the author wanted to say by the book as a whole.

For beginners it is mainly about to get authentic text to their hands and get as much as possible from the first reading and to provide language activities related to the snippet of the text, based on the ability to find words that are known as well as  get the opportunity to talk about the words which are new for them, which they don’t know yet. Learning a word in a certain context in which it can be used is very effective and at the same time much more fun than learning through a textbooks or tables.

The part of the workshop was also the screening of my student’s worksheets (who were willing to present them within the meeting anonymously). This way the participants of the workshop had the chance to compare their assumptions with actual outputs. Especially thanks to this they started to understand to the main goal of this innovative method.

Thank you for the inspirational interview, Jitka! Good luck with your Czech lessons and you students.

PELICAN team