Abstract
The contribution outlines the issues relating to the inclusion of pupils with a different mother tongue in Czech schools. The author relies on the current amendments to the education law from the year 2016 and the legislative changes that relate to the education and support of students-foreigners.
Deals with the definition of a pupil with a different native language, the organization providing the teaching, the specifics of work in the teaching and assessment of pupils. It is reported the experience of their own teaching practice, from ideas for streamlining the inclusions and of the implementation of their own research investigations focused on the evolution of communication activities in the course of 1. the educational period and for the detection of pre-concepts in the field of teaching the syntax.
Presents the findings and highlights the strengths and weaknesses of the mentioned issues, interests and options of support to help these pupils, their parents and teachers.