Monday, 25 March 2013

Amnesty says Czech schools still fail Roma Gypsies - Text 3



Amnesty says Czech schools still fail Roma Gypsies


A Czech schools are still riddled with "systematic discrimination" that ensures Roma children get an inferior education, Amnesty International says. The human rights group has called on the Czech Republic to end what it calls racial segregation in schools. It says Roma (Gypsy) children are often sent to schools for children with mental disabilities.

B In 2007 the European Court of Human Rights said this violated the right of Roma children to a full education. Amnesty says although the Czech government in 2005 changed the name of these "special schools" to "practical elementary schools", "the system which places children in these schools and teaches a limited curriculum essentially remains the same". In some places, it says, Roma children make up more than 80 % of the students of practical elementary schools.

C Roma children who stay in mainstream schools tend to end up in classes full of other Roma, as white parents will often move their children elsewhere, says the BBC's Rob Cameron in Prague. These Roma-only schools often provide a curriculum. All this, says Amnesty, reduces children's prospects of finding decent employment in the future, and reinforces their sense of social exclusion.

D Nicola Duckworth, Amnesty International's Europe and Central Asia programme director, said: "Education is the way out of an inhuman circle of poverty that affects a large part of the Roma population in the country. Unless the Czech authorities give them equal opportunities, they will be denying Romani children their chances for a better future and full participation in the life of the country."

E The BBC has yet to receive a response to the report from the Czech government. Previously, it has admitted to difficulties integrating the Roma community but has argued that since its schools were not set up specifically for Roma children, the system was not discriminatory.

court – soudní dvůr
curriculum – školní osnovy
decent – slušný
essentially – v podstatě
inferior – druhořadý
poverty – chudoba
riddled – prosycený
violate – porušovat

1) Read the article and match each of the headings to a paragraph.

1 Special school became practical elementary school
2 Equal opportunities are the way out
3 Introduction
4 The BBC has been waiting for the response from the Czech government
5 Romani children in mainstream schools

2) Read the article and answer the questions.

       1 What is the article about?
2 What is Amnesty International?
3 Where is the majority of Romani children educated?
4 How can better education help Romani children?
5 Are Czech schools set up specifically for Romani children?

3) Explain the following words.

1 discrimination
2 human rights
3 Roma-only school
4 equal opportunity
5 government

4) Answer the following questions.

What are the main problems of Roma community in the Czech Republic? How is the life in a Romani ghetto? What do you know about the segregated locality of Havaj in Jihlava?

Adjusted to:

To Be a Refugee in the Czech Republic - Text 2



To Be a Refugee in the Czech Republic


A My name is Carol Sanford. As a volunteer for OPU (Organizace pro pomoc uprchlíkům, Organisation for Aid to Refugees), I had come to know Patrick Francis, a tall, thin, dark-skinned man from Pakistan. He was telling me the story of his ex-roommates at a refugee camp at Červený Újezd in the Czech Republic. It is a compound converted from old army barracks, holding a total of about 300 people: families, single men and some single women.

B The rooms are just big enough to hold metal beds, a wardrobe, some chairs and a table. There's a cafeteria, library, a small building for children's games and a place for adults to play basketball. It is surrounded by trees, and the nearest village is within walking distance.

C Patrick himself was a Christian, and when someone burned the Koran back in his native community in Pakistan, he was considered the likely suspect by some Muslims. They beat him up at least twice and so, because he thought he'd never be safe, he left his wife and two daughters with his brother and went to Karachi where, a little over a year ago, he met up with Ahmad and together they paid a man to get them to Germany.

D The man provided passports and papers, and, soon, they were on a plane to Moscow, where met another man who was to drive them to Germany. He drove for five nights, after which, he declared they were in Germany. Actually, Patrick and Ahmad had been dropped off in a small village in the Czech Republic. With help from the Czech police, they made their way to the refugee camp at Červený Újezd.

E Today, it is Patrick's last day at Červený Újezd. He has to leave because he's received his second "negative," which means that his first and second applications for asylum in the Czech Republic have been rejected; the Czech government no longer supports him with the free room, board and monthly stipend of 360 Czech crowns (USD 11) given to every adult. And so, after over a year in the Czech Republic, Patrick continues to fight with the process of asylum in a refugee camp – hoping that, someday, he will live and work here independently in peace and make enough money to send to his family back in Pakistan.

barracks – kasárna
suspect – podezírat

1) Read the article and match each of the headings to a paragraph.

1 Escape to the Czech Republic
2 Patrick’s problems in Pakistan
3 Introduction
4 The last day in Červený Újezd
5 Description of the rooms

2) Read the article and answer the questions.

       1 What is the article about?
2 Who is Carol Sanford?
3 What does Červený Újezd look like?
4 What problems did Patrick have in Pakistan?
5 How did he get to the Czech Republic?
6 Can he stay in the Czech Republic? Why?

3) Explain the following words.

1 refugee camp
2 Christian
3 application for asylum
4 immigrant
5 passport

4) Answer the following questions.

What are push factors to leave a homeland? What are pull factors that make people emigrate? What is national origin of the people coming to the Czech Republic?

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Problems at the Adult Learning Centre in New York - Text 1

Problems at the Adult Learning Centre in New York


A Being a beautician is all Jong Ae Shul knew. She ran a beauty salon in Flushing for 25 years, serving mostly Korean-speaking customers six or seven days a week. She didn't need to speak English, and she had no time to learn it. "I wanted to learn English so I can go to other places by myself," said Shul. "I was scared. I couldn't even take the subway because I didn't speak English."

B Retired four years ago, she is making up for lost time. Shul now studies English at the Queens Library's Flushing branch. And she loves it. She goes there for about three hours three or four times a week to attend classes, reads the textbooks, listens to CDs and gets help from the tutors.

C All of these activities are offered at the Adult Learning Centre. And the program, which includes English and civics classes as well as adult basic education, is absolutely free. Places in the program are awarded by lottery, and Shul is one of the few lucky ones who won one of the limited spots. The free English classes are funded by the city. Traditionally, those free classes provided an opportunity for immigrants who otherwise cannot afford them. But the three primary sources of funding for the program have suffered cuts that resulted in loss of 3,500 slots for potential students.

D The library in Flushing regularly runs 34 conversational English classes, ranging from beginning to intermediate. In September, the number of classes has been cut to 27, according to Alla Osokina, director of its adult learning centre. "We will have to find other ways to provide services to our students," Osokina said, noting that there are only four full-time administrative staff serving more than 600 students in English, civics and computer classes. With the cut, the centre lost a full-time instructor and the other instructor’s workload has been reduced to half.

E In the autumn, the centre will rely heavily on interns and volunteers to teach classes. "The quality of classes would not be the same as there will be fewer classes taught by professionals," said Osokina.

civics – občanská nauka
note – poznamenat
ranging from to – v rozsahu od do
spot – místo
tutor – lektor
workload – pracovní náplň

1) Read the article and match each of the headings to a paragraph.

1 Cuts in the program
2 Jong Ae Shul – a beautician
3 Adult Learning Centre
4 The quality of classes might change
5 Shul – a student of English

2) Read the article and answer the questions.

       1 What is the article about?
2 Who is Jong Ae Shul?
3 Who can study at the Adult Learning Centre? And what?
4 What problems does the centre have?
5 What has changed in the centre?

3) Explain the following words.

1 customer
2 textbook
3 education
4 immigrant
5 volunteer

4) Answer the following questions.

What are typical problems of immigrants? Why do people emigrate? Who and how can help immigrants in another country? Why do immigrants go to school?

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 http://www.gothamgazette.com/article/immigrants/20100907/11/335

Immigration, discrimination and racial segregation – Vocabulary 2



adult learning centre – vzdělávací středisko pro dospělé
advanced – pokročilý
application for asylum – žádost o azyl
attempted murder – pokus o vraždu
beginning – začátečník
behaviour – chování
Christian – křesťan
court – soudní dvůr
curriculum – školní osnovy
customer – zákazník
Czech Government – česká vláda
discrimination – diskriminace, rozdílné zacházení
education – vzdělání
equal opportunity – rovná příležitost
ethnicity – etnika
extremism – extremismus, radikalismus
government – vláda
heritage – dědictví
human rights – lidská práva
immigrant – přistěhovalec
independence – nezávislost
integration – zapojení, zařazení
intermediate – středně pokročilý
justice – právo
majority – většina
minority – menšina
non-governmental non-profit organization – nevládní nezisková organizace
passport – pas
poverty – chudoba
practical elementary school – zvláštní škola
prison – vězení
property damage – poškozování majetku
racial segregation – rasová segregace, vyloučení
refugee camp – uprchlický tábor
right – právo
Roma (Romani, Gypsy) – róm, rómský
Roma-only school – škola pouze pro rómy
sentence – trest
social exclusion – sociální exkluze, vyloučení
textbook – učebnice
to firebomb – vrhat zápalné lahve
tutor – lektor
violate – porušovat
volunteer – dobrovolník
workload – pracovní náplň

Immigration, discrimination and racial segregation – Vocabulary



application for asylum
behaviour
Christian
customer
discrimination
education
equal opportunity
extremism
government
heritage
human rights
immigrant
independence
justice
majority
non-governmental non-profit organization
passport
prison
refugee camp
Roma-only school
sentence
textbook
to firebomb
volunteer

Immigration, discrimination and racial segregation – Questions


Answer the following questions.

What are push factors to leave a homeland?
What are pull factors that make people emigrate?
What is national origin of the people coming to the Czech Republic?
What are typical problems of immigrants?
Why do people emigrate?
Who and how can help immigrants in another country?
What are the main problems of Roma community in the Czech Republic?
How is the life in a Romani ghetto?
What do you know about the segregated locality of Havaj in Jihlava?
How are Roma people discriminated?
What organisations help Romani people and how?
How does our school cooperate with Romani community?
What are typical problems of Vietnamese community in the Czech Republic?
What do you know about their lifestyle?
What other nationalities live and work in the Czech Republic?

Immigration, discrimination and racial segregation – Study material



Emigration is the act of leaving one's native country or region to settle in another. It is the same as immigration but from the perspective of the country of origin. Human movement before the establishment of political boundaries or within one state, is termed migration. There are many reasons why people might choose to emigrate. Some are for reasons of religious, political or economic freedom or escape. Others have personal reasons such as marriage. Some people living in rich nations with cold climates choose to move to warmer climates when they retire.

Many political or economic emigrants move together with their families toward new regions or new countries where they hope to find peace or job opportunities not available to them in their original location. Throughout history a large number of emigrants return to their homelands, often after they have earned sufficient money in the other country. Sometimes these emigrants move to countries with big cultural differences and will always feel as guests in their destinations, and preserve their original culture, traditions and language, sometimes transmitting them to their children. The conflict between the native and the newer culture may easily create social contrasts, generally resulting in an uncomfortable situation for the "foreigners", who have to understand legal and social systems sometimes new and strange to them. Often, communities of emigrants grow up in the destination areas.

Push factors
Lack of employment or entrepreneurial opportunities
Lack of political or religious rights
Restrictions on practice of religion
Shortage of farmland; hard to start new farms
Oppressive legal/political conditions
Military draft, warfare
Famine or drought
Cultural fights with other cultural groups
Expulsion by armed force or coercion

Pull factors
Better opportunities for acquiring farms for self and children
Cheap purchase of farmland
Instant wealth
More job opportunities
Higher pay
Prepaid travel (from relatives)
Better welfare programmes
Better schools
Join friends and relatives who have already moved
Build a new nation
Build religious community
Political freedom
Most common immigration problems:

·         getting permission to stay in the country longer than you originally intended
·         getting permission to do something which you are not at present allowed doing, for example, being allowed to work
·         bringing relatives into the country, for example, a spouse, fiancé (e), children
·         being threatened with deportation from the country
·         being held by the immigration authorities in a detention centre
·         wanting a passport and not knowing whether you are entitled to a country passport or some other passport
·         wanting to apply to become a country Citizen
·         whether you are entitled to use state services or claim benefits, for example, education, health services, council housing, social security benefits, housing benefits, council tax benefit
·         the right to vote
·         a relative or friend being refused entry to the country when arriving at an airport or port.
A legal advice from an immigration lawyer is often the best solution to address these common immigration problems.

Racial segregation is the separation of different kinds of humans into racial groups in daily life. It may apply to activities such as eating in a restaurant, drinking from a water fountain, using a toilette, attending school, going to the cinema, or in the rental or purchase of a home. Segregation is generally outlawed, but may exist through social norms. Segregation can involve spatial separation of the races, and/or compulsory use of different institutions, such as schools and hospitals by people of different races.

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