3. Empirical research

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					Masaryk University


 Faculty of Education




   Bachelor Thesis




     Brno 2010




                 Andrea Ondřejková
                     Masaryk University


                        Faculty of Education


           Department of English Language and Literature




       The Conception of Language Training
                   in the Czech Police


                            Bachelor Thesis




                                Brno 2010




Supervisor: Mgr. Radek Vogel, Ph.D.     Author: Andrea Ondřejková
       I declare that I worked on my bachelor thesis on my own and that I used only
sources listed in the Reference section.


       I agree with storing my work in the library of the Faculty of Education of
Masaryk University in order to be available for educational purposes.




        Brno 11th April 2010                                      Andrea Ondřejková
       Acknowledgements:


        I would like to thank Mgr. Radek Vogel, Ph.D. for his kind guidance of my
thesis, his time that he devoted to me and for his useful comments on the text.


       I would also like to thank my family for their patience and supportive approach
regarding my thesis.
       ONDŘEJKOVÁ, Andrea. Conception of the language training in the Czech
police; Bachelor Thesis. Brno, 2010. 93 pp. Supervisor: Mgr. Radek Vogel, Ph.D.


       Annotation
       This Bachelor thesis deals with language training of police officers of the
Czech Republic. This theses studies efficiency as well as practicality of various
English language courses made by Ministry of Interior of the Czech Republic.
       The theoretical part of the thesis describes a change in the structure of the
Police education system within the Czech Republic Police reform, focused
particularly on English language training both within basic specialized education and
additional courses.
       The practical part the thesis is focused on the English language knowledge
level of new police officers, and on a structure of foreign language training within
lifelong education in the Police of the Czech Republic as well as related feedback by
the means of evaluation of their participants.




       Key words
       Police of the Czech republic, Reform of the Police of the Czech Republic,
English language, foreign language training, language course, foreign language
education, lifelong education of the police officers of the Czech Republic.
       ONDŘEJKOVÁ, Andrea. Koncepce jazykového vzdělávání v České policii;
bakalářská práce. Brno, 2010. 93 stran. Vedoucí práce: Mgr. Radek Vogel, Ph.D.


       Anotace

       Tato bakalářská práce se zabývá jazykovým vzděláváním policistů České
republiky. Práce zkoumá využitelnost a praktičnost jednotlivých anglických
jazykových kurzů vytvořených Ministerstvem vnitra České republiky.
       Tato bakalářská práce popisuje v teoretické části změnu struktury policejního
školství v rámci reformy české policie a to se zaměřením na výuku anglického jazyka
v rámci jak základní odborné přípravy, tak v nástavbových kurzech.
       V praktické části se zaměřuje na hloubku znalostí anglického jazyka u nových
policistů a na strukturu kurzů výuky cizích jazyků v rámci celoživotního vzdělávání
v české policii a na zpětnou vazbu pomocí hodnocení u jejich účastníků.




       Klíčová slova

       Policie České republiky, Reforma Policie České republiky, anglický jazyk,
výuka cizího jazyka, jazykový kurz, jazykové vzdělávání, celoživotní vzdělávání
policistů České republiky.
Content

Introduction.......................................................................................................8
1. Lifelong education of police officers according to the Reform of the Police
of the Czech Republic......................................................................................10
          1.1. Basic characterization of police education, focused on language
preparation........................................................................................................11
                     1.1.1. Approach to basic professional police training...............12
                     1.1.2. Tertiary police technical schools.....................................13
                     1.1.3. Police Academy of the Czech Republic.........................15
2. Present condition of English language teaching in police courses...............18
          2.1. Ministry of Interior exam I............................................................19
          2.2. Ministry of Interior exam II...........................................................22
          2.3. Ministry of Interior exam III.........................................................25
          2.4. Police language examination in the English language..................28
          2.5. Other English language courses....................................................32
3. Empirical research........................................................................................34
          3.1. Research objectives.......................................................................34
          3.2. Presentation, analysis and evaluation of the results......................36
          3.3. Exposition of the results................................................................64
Conclusion........................................................................................................69
Résumé.............................................................................................................72
References........................................................................................................74
          R.1. Print sources..................................................................................74
          R.2. Internet sources............................................................................77
Appendix..........................................................................................................78
          A.1. A chapter from the Book for police language training.................78
        Introduction

        In the course of the recent twenty years, the whole Czech society has been
passing through a very tempestuous period of social changes. After 1989, not only the
social establishment has been changed but also large-scale changes have occurred in
the style of living of all of us.
        The borders were opened, and the Czech society started to absorb features not
known and not being its parts till then – a great number of foreigners, excessive
consummation available, opportunities to travel all over the world. Of course, the era
brought also adverse social – pathological phenomena which have been necessary to
fight with: increasing criminality, new criminal acts, gangster gangs and mafia
structures penetrating government structures.
        They are rightly these conditions which the Czech Police had to cope up within
its duties, passing and still having to pass through large-scale reform changes enabling
it to face the above described phenomena more efficiently.
        A reform of the Police education which is, except for closely specialized
subjects, broadly oriented on language study aimed at improvement and extension of
the language skills and level of English of police officers of the Czech Repoblic in
order to function better in such changed, multicultural environment. In such
environment, the knowledge especially of the English language is a common skill of
people in the most advanced countries of the world, is an integral and logical part of
the changes.
        The aim of my thesis is to describe ongoing reform changes in the Czech
Police aimed at specialized education where vital part is study of the English
language. I am going to identify knowledge and skills of newly employed police
officers, and how they are ready to extend their knowledge and skills. Further, I am
going to deal with already serving police officers, trying to answer the question
whether, in their point of view, advance level language courses within          lifelong
education are suitable drawn up for their needs, and potentially to present partial and
conception proposals for innovation leading to the English language skill
improvement in the Czech Police.
        The above outlined targets are suggested in three blocks. The first one deals
with description of primary basic education of police officers after they start to work

                                           8
with regard to the Czech Police reform, emphasizing the language study in particular
educational courses or institutions. Three subchapters deal with description of
particular study branches intended for police officers to acquire specialized
qualification or academic degree. The description deals particularly with language
skills of the police officers and development of study branches focused on language
study as basic pillars of education of Police officers.
       The second block describes the current level of the English language
knowledge of quite long-time serving police officers, their language skills and aspects
characteristic for this situation. Five subchapters deal with branch language courses
arranged by the Police College of the Ministry of Interior under auspices of the
Ministry of Interior and Ministry of Education, Youth and Physical Training. The
mentioned subchapters present the courses and describe them, including their final
examinations. The biggest descriptive emphasis was put on the Police Language
Examination which I attended personally as a police officer, in order to be able to
assess it thoroughly.
       The third block is already my own practical research which I have performed
in form of a questionnaire survey and applied survey which will either prove or
disprove the validity of determined hypotheses. The hypotheses were chosen so as to
prove the usefulness of particular language courses of study branches, prove or
disprove the chosen content of language education as well as chosen objectives of
particular courses and following language examinations, either accredited or not by
the Ministry of Education, Youth and Physical Training.
       This bachelor thesis can serve to the professional Police public to determine a
level of language education impact, its intensity, duration or subject of particular
courses to performance of practical activity of Police officers. It can be used also a
study material to choose a suitable language course for some specified groups of
Police officers. Further, it can be used as a base for future development of new
language education conceptions as well as for creation of changes in already
completed language courses and studies. And, last but not least, my thesis can be used
as material for information purposes of language pedagogues at Police Colleges
resulting to their education quality improvement.




                                             9
1. Lifelong education of police officers according to
the Reform of the Police of the Czech Republic

        Police of the Czech Republic was established in 1991 according the Law No.
283/1991 Coll. – The Police of the Czech Republic Act. The first and the last larger
and more fundamental reform of police activities and competences happened within
the context of disintegration of the former Czechoslovakia and establishment of the
Czech Republic as an independent and sovereign state. From that date the police
developed just as Czech society has and a need for changes has been solved by
amendments of the above-mentioned act; there have been more than thirty
amendments in total so far.
        After more than fifteen years since the establishment of the recent police force
it has become more than obvious that the legal regulations in the sphere of public
order are disintegrated, uncoordinated and thus not entirely effective. In 2006,
therefore, an extensive analysis of police activities was worked out, background
material - Draft Reform of the Police of the Czech Republic1 – was written by Ivan
Langer and discussed in the Parliament of the Czech Republic, with representatives of
the Interior Ministry of the Czech Republic, police itself, local authorities and
professional and general public. The primary objective was to transform the Czech
Police into a modern police force, which would be formed by professionally acting
police officers, working in modern and appropriate conditions.
        According to this official project called Reform of the Police (Langer), an
important area which has been in the centre of interest of the Police for several years
after the Reform and still remains its preference is the care given to the police as well
as civil staffs’ qualification and their mental hygiene. The main pillar of the Reform
on which the police officers care is based is the education that is considered to be the
key to professionalism. The education includes the basic specialized police training
and also the lifelong training. Each police officer must obtain such knowledge, skills
and level of education that will actually be needed for the police service. (Langer, I.
Reforma Policie ČR.)



1
 Langer, Ivan. Návrh reformy Policie ČR. [Draft Reform of the Police of the Czech Republic.] Prague,
2008. (transl. by A.O.)

                                                10
       Police officers are interested in the language courses provided with the use of
internal resources from the Ministry of the Interior. But again, still, there are areas of
smaller cities where there is no chance of learning a foreign language. Also, as it is
showed in the next chapters, teaching foreign languages is not the main priority of the
new police educational system. (Martinu, O. Služba v nových podmínkách – Reforma
Policie ČR.)




1.1. Basic characterisation of police education, focused on
       language preparation

       The system of police education is controlled by the Department of Education
and Police Education Administration in close contact with the group of education,
professional training and sport of the Police Presidium of the Czech Republic.
(Ministerstvo vnitra ČR. Koncepce celoživotního vzdělávání příslušníků Policie ČR.)
       Police colleges, which are based on the same princip as Tertiary technical
schools in the Czech Republic, provide education in the field of action of the Interior
Ministry. Educational programs are implemented by means of the professional
training of police officers and civil employees of the Interior Ministry and Czech
Republic Police. The aim of the educational programs is not only to provide the basic
and specialized police training but also ensure the professional development of police
officers and civil employees of the Interior Ministry and Czech Republic Police from
the beginning to the end of the service or employment. (Ministerstvo vnitra ČR.
Interní akt řízení Vyšší policejní školy Ministerstva vnitra v Brně pro rozvoj
vzdělávání příslušníků Policie České republiky.)
       The police educational system covers 5 schools with the status of police
college - in Prague, Brno, Jihlava, Pardubice, Holesov, and 1 education-purpose
institute in Prague - Ruzyne. These schools, among other courses, ensure language
training for police officers according to the standard of "police language test" based on
the model scenarios where the emphasis is placed on the communication skills - in
foreign language as well as in Czech language, raising of legal conscience, increasing
in mental resistance and improving of skills in the use sanctions and service weapon.
(Ministerstvo vnitra ČR. Interní akt řízení Vyšší policejní školy Ministerstva vnitra v
Brně pro rozvoj vzdělávání příslušníků Policie České republiky.)

                                           11
       The following four subchapters discuss the particular police courses and
studies to obtainment a level of knowledge for the execution of certain police
activities. During the writing of the subchapters a major emphasis was insisted on the
language education in given police courses and professional skills of language
education, if included in the police course.


1.1.1. Approach to basic professional police training (ZOP)

       Basic professional training fulfills basic professional requirement and provides
to the trainee riot, traffic and railroad police officers a focus of their education in the
field of the security legal activity by means of professional education in the Interior
Ministry police schools in accordance with the Act No. 361/2003 Coll. - The Service
of Security Force Members Act, subsequently amended, for selected service positions.
       Organization of the 6-month course includes education at the school, when
after successfully passing the final examination in the school part (a combination of
oral and practical tests) the police officers receive the Certificate of course completion
and move from the school at the 3-month practical experience in their parent unit,
eventually other unit.
       After completion of the 9-month basic training, the police officers meet the key
competences. One of them is the communicative competence, which indicates that the
policeman after graduating of basic professional training will be able to communicate
in at least one foreign language. (Ministerstvo vnitra ČR. Rámcový vzdělávací
program. 7-12. Transl. by A.O.)
       Unfortunately, after reduction of the school part of the basic police training
these assumptions have been abolished, as during the 6-month stay at the school there
is no time or space left for the learning of foreign language. That is why the above
mentioned key competence does not come true because after the Czech Republic joined
the EU a greater percentage of foreigners staying in the whole country do not speak
Czech and mostly, in common road checks, for instance, the foreigners demand that
policemen would be familiar with at least the basic knowledge of foreign languages.
The basic police training, therefore, in my opinion, does not meet the preconditions for
policeman in modern times.




                                            12
1.1.2. Tertiary police technical schools


       Higher vocational training is a combined educational program for police
officers, but the conditions for entrance and graduation do not differ in principle from
civil higher education institutes. The graduates obtain a higher professional police
education and the graduation certificate - a diploma of graduate of the tertiary police
technical school. It is also possible and often used to call this kind of school “a
college”.
       The educational program is drawn by implemented methods, organizational
forms of teaching and professional practice as a structured study model arranged in a
series of organic consequential curriculum. Content of education goes from the
specific requirements for training of police officers laid down by the legislation of the
Czech Republic, Service Act and internal acts of management. After graduation,
police officer should manage the key competences; the most important on them for
my research is communicative competence, when the training leads up to that in order
that the graduates are able to express themselves in a written and oral form in the
variety of work (service) and life situations. It means that graduate actively masters
one foreign language (mostly English language) – he understands a clear standard
literary language, live or broadcasted, in the current social and professional context,
including a longer talk and more complicated argument regarding the issues that he
knows enough; he is able to create the texts written in commonly used language
relating to the current problems and branch of work activity, he understands them and
is familiar with them; he is able to communicate mostly fluently and spontaneously in
a broad range of general and vocational topics, to actively participate in discussion in
familiar context, to explain and defend ideas with the help of appropriate arguments;
he is able to interpret and require information. (Ministerstvo vnitra ČR. Interní akt
řízení Vyšší policejní školy Ministerstva vnitra       v Brně pro rozvoj vzdělávání
příslšníků Policie ČR.)
       This first and most crucial key communicative competence interferes with the
professional language training of police college graduates who have to demonstrate in
the entrance examination that in addition to encompassment of the test questions
regarding to law, riot police service, traffic police service and criminology subjects
they are also able to complete 20 foreign language questions with selective answers


                                           13
(English, French, German, Russian language – according to candidate’s choice). If the
student fails the test repeatedly, he can´t study at this school until he has the basics of
the language knowledge. (Ministerstvo vnitra. Koncepce celožiovostního vzdělávání
příslušníků Policie ČR. 56-60. Transl. by A.O.) Furthermore, during three-year study
to meet the escalating demands on the language level defined by the Department of
Languages of the college. The international level A2 that is equal to the test MV 1, but
also to knowledge of the extent at high schools, is an essential level for language study
at the college. During the first and second year of study, when the student passes the
courses of Foreign Language I, Foreign Language II and Foreign Language
Conversation I and II, knowledge of the English is progressing via level B2 and, at the
end of study, when the students pass the course of Foreign language III and Foreign
Language Conversation III, the desired language output at the level C1 of the Mutual
European Reference Framework is achieved by them. One of the key competences is
not only theoretical knowledge of the language but the ability to apply, deepen and
improve an acquired language education in police practice. The aim of teaching is to
comprehensively strengthen the acquired spelled, grammatical, lexical and syntactic
knowledge of student gained during the study of the Foreign Language - English
module in police high school. The aim of education is also to harden the ability to
communicate with the foreigners in situations of personal, public and professional life
and to gain a confidence in understanding the medium-difficult texts and in writing
the simple to moderate-difficult texts. Prior quality encompassment of grammatical
structures and general and professional vocabulary of a foreign language is a
predisposition for target skill achievement. Knowledge of English language after a
higher vocational school graduation should be, as follows:
          Graduate understands with confidence a simple speech, instructions and
  general and professional relations and reports.
          Graduate understands without too many difficulties the general and
  professional texts related to his profession.
          Graduate orientates himself without any problems with using the
  vocabulary in more complex documents from his branch.
          Graduate is able to write a general text without major spelling, grammatical
  and stylistic errors and respond to it.
          Graduate is able to write a simple professional text without major spelling,


                                            14
  grammatical and stylistic errors and respond to it.
            Graduate speaks confidently and without preparation on current general
  and professional events in the frame of examined themes.
            Graduate has consolidated skills and habits that lead to his lifelong learning
  of foreign languages.
           (Ministerstvo vnitra ČR. Interní akt říztení Vyšší policejní školy v Brně pro
  rozvoj vzdělávání příslušníků Policie ČR. 68-90. Transl. by A.O.)
          Based on my visit and listening at the Police College in Brno I can deduce that
English education is at a very good level, the students make headway and do not
hesitate to communicate in a foreign language. Due to specialization in police work in
practice the study texts and teaching materials are readable, well to remember and
very useful for both the policeman on the street and managing police officer in the
office.


1.1.3. Police Academy of the Czech Republic


          Police Academy of the Czech Republic in Prague is a state university (similar
to the University of Defence in Brno) whereupon the Interior Ministry applies the Law
§95 - the University Act. Police Academy offers in full-time or combined study form
the bachelor (Bc.), master (Mgr.), and doctoral (Ph.D.) degree program. Studies in
each study program terminate by a comprehensive state examination in selected
subjects and defense of the Bachelor's thesis or dissertation. Police Academy is
divided into the Faculty of Security Management and the Faculty of Security
Legislation. Not only police officers but also employees of the Interior Ministry and
other ministries, which have the subdivisions executing the protection of rights, can
study there. The school is also open to civilian candidates who after achievement of
secondary education are interested in studying at the university devoted to security
legal problems and handle demanding entrance process. (Ministerstvo vnitra ČR.
Koncepce celoživotního vzdělávání příslušníků Policie ČR. 74-78. Transl. by A.O.)
          One of the important factors for graduates is the foreign language tuition.
Department of Languages provides the language education for students of both
faculties of the Police Academy in Prague in bachelor, master and doctoral full-time
and combined programs. Teaching is conducted with an accent on communication in


                                            15
professional situations, focusing on words of art in security legislation, police activity,
criminology, management (security management in public service). (Polac.cz.
Transl.by A.O.)
       Department of Languages also works on development of the technical
language text books, dictionaries, study sheets, reading books, and organizes
specialized language seminars. The aim of language learning is to strengthen the
knowledge     of   general    language    and    systematically   develop     professional
communication. Emphasis is placed on acquirement of foreign language professional
terminology and its application in oral and written expression. Management of foreign
language learning is aimed for involvement the students in communicative activities,
even when working with specialized texts. (Polac.cz. Transl. by A.O.)
       A graduate of bachelor and consequential master study program of "Security
Legal Studies" or "Public Service" should finish the study with knowledge of two
languages. One of these must be English. (Ministerstvo vnitra ČR. Koncepce
celoživotního vzdělávání příslušníků Policie ČR. 76. Transl. by A.O.)
       In the bachelor study program, students choose one mandatory language from
the offer of four foreign languages and further they can choose another foreign
language, as an elective subject, from two options of language learning, namely:
       a) course for beginners in a foreign language II
       b) advanced language course in a foreign language I (Polac.cz. Transl.by A.O.)
       A master study program student picks out a different language than he studied
in the bachelor study program. It is assumed that the input profile of student is at
"moderately advanced" level. The full-time students can obtain the fundamentals of a
language in a course for beginners. Student who did not study English in his previous
bachelor study and did not complete the study by an exam, inscribes in English.
(Polac.cz. Transl.by A.O.)
       In doctoral study program a foreign language is chosen as an elective course
(English, French, German, Russian) and for passing the following prerequisites are
necessary:
                  the entry foreign language profile of student must correspond to
       level B2 of the Mutual European Reference Framework for languages (MERF)
                  study proceeds through the individual consultations; for five or
       more students three semesters in the form of seminars are held
                  study course is designed for language-advanced doctoral students
                                            16
       and leads to the use of foreign language resources for doctoral theses and
       personal professional growth
                 structured curriculum vitae
                 critical analysis (approx. 5 pages) of a professional foreign
       language publication in the range of 150 pages
                 documents for presentation of professional announcement (about 5
       minutes)
                 summaries of articles from magazines and newspapers (50 pages)
       in the range of approx. 3 pages (Ministerstvo vnitra ČR. Koncepce
       celoživotního vzdělávání příslušníků Policie ČR.. 78-87. Transl. by
       A.O.)(Polac.cz. Transl.by A.O.)
       After study of available material related to the language training at the Police
Academy I concluded that the language education at this institution is at a very high
level, teaching has a special focus on current and future workers in the armed security
forces of the Czech Republic and the EU.




                                           17
2. Present condition of English language in police
courses

          The language training is a part of the lifelong learning of the riot and railroad
police, traffic police and police administrative staff. In this way the Czech Republic
police reacts to the demands of ongoing integration process in Europe. The goal of
education is that the graduate adequately communicates in the service contact with
foreigners in a foreign language. The practice of professional competences is done
particularly by the listening, reading and communication. The main task of the
language departments is to ensure the teaching of foreign languages for members of
the Czech Republic Police and civil staff of the Interior Ministry and Czech Republic
Police.
          The present time brings increasing demands on the police officers not only in
terms of the expertise in the legal system but also the language. On this account the
special language courses have been created that should prepare in the future the police
officers to the work with foreigners. Unfortunately, there is a lot of issues in the newly
created language learning today caused by the financial and time indispositions and as
well by the reluctance of senior officers to disengage the subordinate officers for the
language courses because their work must be taken over by someone else. The
language courses, therefore, are constantly changed, reduced and intensified – all for
the simplification for all police officers to get into desired course without problems
and fulfill one of the reform pillars – the pillar focused on the lifelong education of
police officers. In the present condition, the system of working with people within the
Czech Police is not adjusted to enable and motivate all the police officers to develop
their knowledge and to raise their qualification. The system and a selection of police
officers, their basic and further education is still not fully elaborated. The police
officers have in most cases no chance to raise their qualification and due to their
alternation of day and night shifts, with no possibility of attending the morning or
afternoon courses, for example the language courses.

          The language courses for new police officers that were taught at police
colleges, were cancelled because of the shortening of the basic police preparation at
the police colleges from 1 year study to 6 months study. Such a big change made a

                                             18
negative effort in education of new police officers, not only of their knowledge of law
and police practicing but also at least the basic knowledge of one foreign language
that is needed in a country belonging to the European Union. This lack of knowledge
could then be seen in the daily communication between the Police and the foreigners :

                      I was 50m from the Metro station following the
             instructions from the GPS when I was pulled over by 2
             Czech police walking down the street. As it turns out I was
             on a bus only road and was in BIG trouble (stupid GPS), I
             picked all that up from body language because sure as hell I
             didn’t have a clue what they were saying. They asked for my
             passport and I pulled out my Czech immigration books
             (looks like a passport only thinner and bright blue).
             (gatesyinprague.blogspot.com. Transl. by A.O.) (1)

        In the following subchapters the most important and most popular language
courses organized by the Interior Ministry in cooperation with the police headquarters
and police schools are described in detail. In days to come, all police officers who
serve both on the streets as the patrol or territorial responsible police officers and in
the leadership posts having directly prescribed that for the certain top management
function they must satisfy the language criterion (most often it is the First Ministry of
Interior Exam and Second Ministry of Interior Exam) should pass these courses. In the
last subchapter, the other language courses that police officers can attend are named; it
mostly concerns the supplementary or extension courses related to four language
courses discussed in detail below.



2.1. First Ministry of Interior Exam

        The aim of the course is to develop the elementary communication skills
necessary for dealing with foreigners in common police work. Teaching is primarily
organized in the form of intensive combined courses – the alternation of two teaching
weeks at the school and two weeks in the work. Education is realized according to
(1)
    This written experience with the Czech police was found on the official web pages. The writer,
coming to the Czech Republic unprepared for such intolerable acting of the police officers, began to
write his experience with the Czech police and its system. This is not the only bad experience that
happened to him by bad luck and no level of Czech language.

                                                  19
approved training programs and aims at the fulfillment of objectives in accordance
with the school curriculum processed by each school. (Ministerstvo vnitra ČR.
Koncepce celoživotního vzdělávání příslušníků Policie ČR.)


       Written Test and Evaluation of the Written Test
       The written test is a part of the exam and lasts up to 110 minutes. Dictionary is
not allowed to use. Students sit at the school-desks alone. If they sit in pairs, different
versions (A, B) of written test are used. Recording is uniform but the test tasks are
different in both versions which always consists of the listening with comprehension
(min.18 points from 25), reading with comprehension (min.18 points from 25) and
writing part (min.14 points from 20). (Policejní prezidium ČR. Sbírka interních aktů
řízení odboru vzdělávání a správy policejního školství Ministerstva vnitra.)
       Point value of partial evaluations is determined according to severity of
particular tasks (easier task = less points). Comparable tasks are assigned with a
comparable number of points. An ideal classification is 1 point per test item. In
listening and reading with comprehension, minor grammatical and spelling errors that
significantly do not alter the meaning of the sentence are not classified.
       In the listening with comprehension the 3-4 closed dichotomy, assignment,
multiple choice or arrangement tasks
       In the reading with comprehension the 3-4 tasks with a brief or closed response
of multiple choice, assignment, brief response or arrangement tasks.
       In the writing the student answers in English on five questions asked in Czech,
fills in the police paper document or completes the text according to given data from
the police document or describes a picture. (Policejní prezidium ČR. Sbírka interních
aktů řízení odboru vzdělávnání a správy policejního školství Ministerstva vnitra ČR.)
       To pass the written test, student must achieve min.50 points and in at least two
skills the evaluation of his performance must not drop below the minimum number of
points defined for particular skill. Before each part of the written test, student must
have sufficient time to become familiar with submission of all tasks and to clarify any
issues with that.
       The listening with comprehension is the first part of the test. At the beginning
of the test, a Czech voice notifies the test identification, submission and numeric
designation of each task. Audio recording of the tests must be narrated in reasonable
voice pace and the audio recordings of obligatory and recommended textbooks must

                                            20
not be used. Tasks are recorded with time intervals for fulfillment of instruction given
in Czech and with double repetition of texts there where the texts are to be heard
according to submission twice. During the listening the reproduction is not stopped.
Reading with comprehension and writing are solved by each student in individual
pace within a defined time limit. The test is evaluated according to binding detailed
key with predetermined number of points. In the case of alternative solutions, all
possible solutions must be mentioned in the key. (Policejní prezidium ČR. Sbírka
interních aktů řízení odboru vzdělávnání a správy policejního školství Ministerstva
vnitra ČR.)
       Oral Test
       The oral part of the exam takes place in front of a three-member commission,
comprising a chairman and two members – language teachers or colleagues with
proven language skills in relevant language. The list of questions is prepared
according to thematic areas defined by the educational program. Participant selects the
question by lot and it takes 15-20 minutes without preparation and without use of a
dictionary. (Policejní prezidium ČR. Sbírka interních aktů řízení odboru vzdělávnání a
správy policejního školství Ministerstva vnitra ČR.)
       Themes of Conversation:
               1)     My family, my house, personal details
               2)     Daily routine, study
               3)     Traveling, holidays, weather
               4)     At the airport, in the hotel
               5)     My free time, my hobbies
               6)     The city I live in, orientation in the city
               7)     Food and restaurants
               8)     Shopping and services
               9)     Description of a person
               10)    Interesting places in the Czech Republic (Ministerstvo vnitra
       ČR. Koncepce celoživotního vzdělávání příslušníků Policie ČR. 103. Transl.
       by A.O.)
       The oral test contains a monologue presentation about himself, his family, his
job and hobbies, model situations according to the teacher´s choice and a monologue
according to the given themes of conversation.


                                             21
       Total score of the final exam to meet the criteria for passing is 71 points from
100 and classification of the exam is word: "passed – failed“. By passing the First
Ministry of Interior Exam, the student meets the requirements for entering to the
Second Ministry of Interior Exam course. (Policejní prezidium ČR. Sbírka interních
aktů řízení odboru vzdělávnání a správy policejního školství Ministerstva vnitra ČR.)



2.2. Second Ministry of Interior Exam

       General Principles of Teaching
       The aim of the course is to develop the intermediate communication skills
necessary for dealing with foreigners in common police work. Teaching is primarily
organized in the form of intensive combined courses – the alternation of two teaching
weeks at the school and two weeks in the work. Education is realized according to
approved training programs and aims at the fulfillment of objectives in accordance
with the school curriculum processed by each school. (Ministerstvo vnitra ČR.
Koncepce celoživotního vzdělávání příslušníků Policie ČR. 108. Transl. by A.O.)
       Written Test and Evaluation of the Written Test
       The written test is a part of the exam and lasts up to 160 minutes. Dictionary is
not allowed to use. Students sit at the school-desks alone. If they sit in pairs, different
versions (A, B) of written test are used. Recording is uniform but the test tasks are
different in both versions which always consists of the listening with comprehension
(min. 18 points from 25), reading with comprehension (min. 18 points from 25),
writing part (min. 14 points from 20 and grammar-vocabulary part (min. 15 points
from 20) (Policejní prezidium ČR. Sbírka interních aktů řízení odboru vzdělávnání a
správy policejního školství Ministerstva vnitra ČR.)
       Point value of partial evaluations is determined according to severity of
particular tasks (easier task = less points). Comparable tasks are assigned with a
comparable number of points. An ideal classification is 1 point per test item. In
listening and reading with comprehension, minor grammatical and spelling errors that
significantly do not alter the meaning of the sentence are not classified.
       In the listening with comprehension the 5 closed dichotomy, assignment,
multiple choice or arrangement tasks may appear.



                                            22
       In the reading with comprehension the 4 tasks with a brief or closed response
of multiple choice, assignment, brief response or arrangement tasks are written in test.
       In the writing the 2 tasks can be used, a formal business letter according to
submission (90 - 120 words) or an argumentation pro and contra the given theses.
       In the grammar-vocabulary part the 4 tasks can be used, most often it is the
filling up the right forms in sentences according to submission. (Policejní prezidium
ČR. Sbírka interních aktů řízení odboru vzdělávnání a správy policejního školství
Ministerstva vnitra ČR.)
       To pass the written test, student must achieve min.65 points and in at least two
skills the evaluation of his performance must not drop below the minimum number of
points defined for particular skill. Before each part of the written test, student must
have sufficient time to become familiar with submission of all tasks and to clarify any
issues with that.
       The listening with comprehension is the first part of the test. At the beginning
of the test, a Czech voice notifies the test identification, submission and numeric
designation of each task. Audio recording of the tests must be narrated in reasonable
voice pace and the audio recordings of obligatory and recommended textbooks must
not be used. Tasks are recorded with time intervals for fulfillment of instruction given
in Czech and with double repetition of texts there where the texts are to be heard
according to submission twice. During the listening the reproduction is not stopped.
Reading with comprehension and writing are solved by each student in individual
pace within a defined time limit. The test is evaluated according to binding detailed
key with predetermined number of points. In the case of alternative solutions, all
possible solutions must be mentioned in the key. (Policejní prezidium ČR. Sbírka
interních aktů řízení odboru vzdělávnání a správy policejního školství Ministerstva
vnitra ČR.)


       Oral Test
       The oral part of the exam takes place in front of a three-member commission,
comprising a chairman and two members – language teachers or colleagues with
proven language skills in relevant language. The list of questions is prepared
according to thematic areas defined by the educational program. Participant selects the
question by lot and it takes 20 minutes without preparation and without use of a


                                           23
dictionary. (Policejní prezidium ČR. Sbírka interních aktů řízení odboru vzdělávnání a
správy policejního školství Ministerstva vnitra ČR.)


       Themes of Conversation:
               1)      Traveling, Holiday
               2)      Health, At the doctor´s
               3)      Food, Restaurants
               4)      Accommodation
               5)      Services
               6)      Environment
               7)      Jobs and Careers
               8)      Orientation in the city, mass transport
               9)      Crimes, How to inform the Police
               10)     The theft of the car, how to inform the Police, description of the
       stolen things
               11)     Traffic offences, traffic accidents, basic traffic signs
               12)     Description of the wanted person (Ministerstvo vnitra ČR.
       Koncepce celoživotního vzdělávání příslušníků Policie ČR. 112. Transl. by
       A.O.)


       The oral test contains a monologue presentation about himself, his family, his
job and hobbies, a monologue according to the given themes of conversation and a
description of given pictures coming to dialog with the teacher.
       Total score of the final exam to meet the criteria for passing is 76 points from
120 and classification of the exam is word: "passed – failed“. By passing the Second
Ministry of Interior Exam, the student meets the requirements for entering to the Third
Ministry of Interior Exam course. (Policejní prezidium ČR. Sbírka interních aktů
řízení odboru vzdělávnání a správy policejního školství Ministerstva vnitra ČR.)




                                            24
2.3. Third Ministry of Interior Exam

       General Principles of Teaching
       The aim of the course is to develop the upper intermediate communication
skills necessary for dealing with foreigners in common police work. Teaching is
primarily organized in the form of intensive combined courses – the alternation of two
teaching weeks at the school and two weeks in the work. Education is realized
according to approved training programs and aims at the fulfillment of objectives in
accordance with the school curriculum processed by each school. (Policejní prezidium
ČR. Sbírka interních aktů řízení odboru vzdělávnání a správy policejního školství
Ministerstva vnitra ČR.)


       Written Test and Evaluation of the Written test
       The written test is a part of the exam and lasts up to 240 minutes. Students sit
at the school-desks alone. If they sit in pairs, different versions (A, B) of written test
are used. Recording is uniform but the test tasks are different in both versions which
always consists of the written test consists of the listening with comprehension (min.
18 points from 25), reading with comprehension (min. 18 points from 25), writing
(min. 14 points from 20), and grammar-vocabulary part (min. 15 from 20) (Police
headquarters of the Czech Republic. Direction for the education at the language
courses of the English, German and French language and fullfilment of the accredited
language examnination – Third Ministry of Interior Exam. 6-10. Transl. by A.O.)
       Point value of partial evaluations is determined according to severity of
particular tasks (easier task = less points). Comparable tasks are assigned with a
comparable number of points. An ideal classification is 1 point per test item. In
listening and reading with comprehension, minor grammatical and spelling errors that
significantly do not alter the meaning of the sentence are not classified.
       In the listening with comprehension the 4 closed dichotomy, assignment,
multiple choice or arrangement tasks are used:
       In the reading with comprehension the 4 multiple choice, assignment, brief
response or arrangement tasks with a brief or closed response may be used.
       In the writing the 2 tasks can be used, a formal business letter according to
submission (200 words) or an essay on one of the three themes (300 words)



                                           25
       In the grammar-vocabulary part the 3 tasks can be used, most often it is the
filling up the right forms in sentences according to submission.
       To pass the written test, student must achieve min. 65 points and in at least two
skills the evaluation of his performance must not drop below the minimum number of
points defined for particular skill. Before each part of the written test, student must
have sufficient time to become familiar with submission of all tasks and to clarify any
issues with that. (Policejní prezidium ČR. Sbírka interních aktů řízení odboru
vzdělávnání a správy policejního školství Ministerstva vnitra ČR.)
       The listening with comprehension is the first part of the test. At the beginning
of the test, a Czech voice notifies the test identification, submission and numeric
designation of each task. Audio recording of the tests must be narrated in reasonable
voice pace and the audio recordings of obligatory and recommended textbooks must
not be used. Tasks are recorded with time intervals for fulfillment of instruction given
in Czech and with double repetition of texts there where the texts are to be heard
according to submission twice. During the listening the reproduction is not stopped.
Reading with comprehension and writing are solved by each student in individual
pace within a defined time limit. The test is evaluated according to binding detailed
key with predetermined number of points. In the case of alternative solutions, all
possible solutions must be mentioned in the key. (Policejní prezidium ČR. Sbírka
interních aktů řízení odboru vzdělávnání a správy policejního školství Ministerstva
vnitra ČR.)


       Oral Test
       The oral part of the exam takes place in front of a three-member commission,
comprising a chairman and two members – language teachers or colleagues with
proven language skills in relevant language. The list of questions is prepared
according to thematic areas defined by the educational program. Participant selects the
question by lot and it takes 30 minutes with a thirty-minute preparation with the use of
dictionary, when submission is in Czech. (Police headquarters of the Czech Republic.
Direction for the education at the language courses of the English, German and French
language and fullfilment of the accredited language examnination – Third Ministry of
Interior Exam. 22-24. Transl. by A.O.)




                                          26
       Themes of Conversation:
       1) Issues of contemporary world (globalization, underdeveloped countries,
migration, terrorism, organized crime, illegal drug-traffic, juvenile delinquency,
environment, catastrophic events, fire and rescue services)
       2) Our present society (changes, membership in the EU, living standards,
housing, employment, conflicts between generations, drugs, crime, juvenile
delinquency, environment, catastrophic events, fire and rescue services)
       3) The media (press, television, radio, internet, public versus private media,
balance between positive and negative news, investigative journalism, influence of
media on society, television and children, advertising)
       4) Culture and entertainment (books, theater, film, art galleries, music,
travel, differences between ethnic cultures, dangers of globalization, funding of
culture, your personal cultural interests)
       5) Horizon and future of humanity (role of family, job opportunities,
relationships between men and women, living standards, immigrants, interaction of
different cultures, value changes, citizenship, personal responsibility)
       6) Services (banking, internet, mobile phones, postal services, rentals, service
quality)
       7) Sport (role of sport in human life, passive and active approach to sport,
collective and individual sports, dangerous and unusual sports, doping, sport and
crime, fair play, sport and money)
       8) Crime (causes of crime, crime rate, investigation, eavesdropping,
punishments, murders, manslaughter, illegal drug-traffic, cyber crime, riots, social
unrest, vandalism, extremism, violence)
       9) Environment (pollution - air, water, soil, deforestation, greenhouse effect,
ozone layer, noise, traffic, environment-friendly products)
       10) Political systems (democracy versus dictatorship, parliamentary systems,
presidential system, monarchy, political system in the Czech Republic, Great Britain)
       11) International organizations (UN, UNESCO, European Union, NATO, the
International Court of Justice, the International Monetary Fund and World Bank, the
Red Cross / Crescent, Interpol / Europol, Amnesty International, Greenpeace)
(Ministerstvo vnitra ČR. Koncepce celoživotního vzdělávání příslušníků Policie ČR.
123-131. Transl. by A.O.)


                                             27
       The oral test contains a presentation passing into discussion (personal data,
education, job description, further professional education, eventually professional or
international cooperation), discussion on conversational topic (given topic is a part of
the set of mandatory conversation areas), information on an important international
organization (randomly selected organization, which the student speaks with the
examiner in the form of a dialogue about; discussion can move from one topic to
another) and summary of the read text passing into conversion (student chooses one
from several texts, has to read it, understand and monologue about the text in front of
the examining board; the examiners are allowed to enter the monologue and pass into
a dialog). (Policejní prezidium ČR. Sbírka interních aktů řízení odboru vzdělávnání a
správy policejního školství Ministerstva vnitra ČR.)
       Evaluated Total score of the final exam to meet the criteria is 86 points from
the maximum 130 and the            classification of the exam is word: "passed –
failed“.(Policejní prezidium ČR. Sbírka interních aktů řízení odboru vzdělávnání a
správy policejního školství Ministerstva vnitra ČR.)


2.4. Police language exam from the English language

       Description and Forms of Education
       The educational program is designed for the riot and railroad police officers,
traffic police officers and police administrative staff. A part of the course consists of
model situations, which the above-mentioned police officers encounter in their daily
work. (Ministry of Interior of the Czech Republic. Bulletin of the Ministry of the
Interior of the Czech Republic. 2-4. Transl. by A.O.)


       Length of Education
       Language training has a range of 180 hours. It will be realized in the form of
weekly trainings, which will alternate with a week of stay in the police officer’s
workplace what means the 6 weeks of intensive training whereas a weekly training
will be composed of 30 lessons. In order to maintain the teaching maximum intensive
the maximum number of participants in the study group is 12. (Ministerstvo vnitra
ČR. Věstník Ministerstva vnitra ČR.)
       It is possible to utilize so-called Preparatory Course what is a 60-hour
language training (2-week concentration training) for the Czech police officers from

                                           28
the riot police, traffic police and police service for weapons and security materials.
The Preparatory Course is recommended for all police officers who have already
studied English in the past and need to “refresh“ the basics again due to study and
work purposes and start to use it. The Preparatory Course is directly followed by the
Language Training (English) for members of the Czech Republic Police - riot and
railroad police, traffic police and administrative activity police. The training is
completed by the police language exam. (Ministerstvo vnitra ČR. Věstník
Ministerstva vnitra ČR.12-15. Transl. by A.O.)


       Education Objectives
       The aim of education is to order that the graduate adequately communicates
with foreigners in a foreign language during the service contact. Practice of
professional competences is realized particularly by the listening, reading and
communication, the emphasis is placed on it that graduates are able to understand a
listened and written message, understand the main theme and idea and further the
specific and detailed information according to need; to respond linguistic correctly,
clearly and adequately to the situation; to initiate, keep and terminate a simple
conversation; to invite a partner in communication to express his opinion; to ask the
partner for an explanation, repetition, slowing-down the speech or simplification of
formulations; to repeat a read or communicated text; to estimate the meaning of
unknown words and to give the simple oral instructions and commands. (Ministerstvo
vnitra ČR. Věstník Ministerstva vnitra ČR.)
       The use of terminology of police activities of the riot and railroad, traffic and
administrative activity police officers is further developed in the scenarios resulting
from the performance of service. (Ministerstvo vnitra ČR. Věstník Ministerstva vnitra
ČR.)


       Education results
       Basic Conversational Areas
       - He contacts the foreigner, finds out personal information and relationship
between foreigners, names the most important landmarks, names the institutions
important for foreigners, explains the path to a certain destination (orientation in and
outside the city) by a certain mass transport (names of transport vehicles)
       Check of Papers

                                           29
           - He requests required documents, says the reason of document invalidity,
warns of the possible defects in documents, names of most widely used documents
(personal ID, vehicle ID, cargo ID, animal ID, firearm license)
           Traffic situation
           - Situation on the roads (columns of cars, bans on traffic, restrictions, detours,
weather conditions)
           Vehicle Inspection, Vehicle Malfunction
           - Condition of the vehicle : required vehicle equipment, parts of the vehicle
where the failures are most frequent (lights, tires, screens, etc., leakage of liquids,
non-standard equipment), check of vehicle interior (trunk, engine compartment, cabin)
           Offences
           - Names of the most common offences committed by foreigners (in the traffic,
against the public order, against the firearms law)
           - Names of basic traffic signs, retention of the driving license, bail
           - Resolution of an offense in the place (with payment on the spot / postal
money order) and by the notification to administrative authority
           Traffic Accident
           - Execution of the alcohol breath test and negotiation with a person, who was
placed on the sobering-up station, regarding to the fine payment to the sobering-up
station.
           - Consideration of a traffic offence. He asks after the cause of traffic accident,
after the course of traffic accident, after car insurance, after the health condition,
offers the first aid, notifies of arrival of the ambulance and fire brigade, notifies the
driver of the traffic accident solving, awards the sanction, explains the impotence of
the traffic accident confirmation.
           - Traffic accident with consideration or notification
           - First aid and names of the most common injuries
           - Basic instructions in the case of wounded person
           - Most frequent causes and courses of traffic accidents
           Acceptance of Announcement
           - Description of a person or a thing and further details and description of the
event (“7 criminology questions”)
           - Acceptance of announcement: of a missing person, of a theft, of a
house/carbreaking, of damage of a thing, of an assault

                                               30
        Interference with a Culprit
        - He discloses the reasons for individual freedom restrain and instructs the
foreigner about behavior during escort, gives instructions during attachment,
detention, arrest, imprisonment in the police cell.
        - Names of the most common offenses committed by foreigners, individual
freedom restrain, instructions for security search (check), instruction for escort,
instruction for imprisonment in the police cell.
        (Ministerstvo vnitra ČR. Věstník Ministerstva vnitra ČR. 40-58. Transl.by
A.O.)


        Terms and Method of Completion, a Certificate of Completion of the
Course
        The language course is completed with the police language examination
specialized on the riot and railroad, traffic, and administrative activity police service.
The test consists of understanding to listened text, acquisition of information from
read text and oral test. The oral test will be in the form of a presentation and model
situation. After successful completion the police school issues the "Certificate of
Completion of the Course“. (Ministerstvo vnitra ČR. Věstník Ministerstva vnitra ČR.)
        Police language examination is something as a step between the First Ministry
of Interior Exam and the Second Ministry of Interior Exam, the examination,
however, is not accredited by the Ministry of Education and is only for the purposes of
riot and traffic police officers. Its purpose is not to meet criteria for a certain job (as it
is in the Interior Ministry courses) but mainly the acquisition of practical knowledge
and skills for use in direct contact with a foreigner.

        Due to the fact that I personally attended the course Police language
examination, I can consequently in an appendix of this bachelor thesis clearly
demonstrate some interesting chapters from the book „English for traffic and order
police (Vidlák) (Appendix no. 1), according to which the students work through the
whole course and prepare themselves not only for the final language examination but
thank to which the police officers in service are ready to communicate with a
foreigner who doesn´t speak Czech no matter whether it is a common traffic check or
during writing and translating the official police documents.



                                             31
2.5. Other English language courses

       Examinations after Individual Preparation
       The Interior Ministry exams at the first to third level for Pretenders to the pass
are prepared individually. Examinations are held in defined dates usually once to
twice a year. (Skolamv.cz/category/typy-studia/jazykove-vzdelavani. Transl. by A.O.)


       Education in Intensive Combined Courses in the Form of Two-Week
Concentration Trainings
       The study is divided into three levels (in Spanish and Italian into four levels);
the first stage is designed for beginners. In higher levels, the candidates are assigned
on the basis of either the pass of lower grade examination (or proof of relevant
qualification), or the entrance exams and in accordance with teaching and
accommodation capacities of the school. Each stage is completed by a final written
examination in the form of standardized tests and oral commission test. In the case of
a successful passing the participant is issued a language exam certificate.
(Skolamv.cz/category/typy-studia/jazykove-vzdelavani. Transl.by A.O.)


       Advanced Courses Following after Second or Third Language Level
       These are short conversation courses for the graduates of respective degrees or
for applicants with knowledge relevant to requirements of the second or third level
tests, intended for consolidation and training of language skills. The courses are
organized generally in the range of a two-week concentration training.
(Skolamv.cz/category/typy-studia/jazykove-vzdelavani. Transl. by A.O.)


       Additional Advanced English Course Following after Third Level Interior
Ministry Exam
       The course is intended for the applicants who have passed an examination of
the Interior Ministry English exam at the third level or equivalent level examination
(for instance, CAE, CPE, STANAG 6001 – third level, Ministry of Foreign Affairs -
Level 4, IELTS 6.5 to 9, the General or special state language exam, completed
university studies of English, ILEC, etc.) and need for their work an advanced
knowledge of the language. The aim of the course is not to only to repeat and practice


                                          32
already acquired linguistic competences but also to elaborate and enrich the existing
skills so that the graduate of the course would be able to apply them swiftly and in
accordance with his professional needs. After the initial balancing part of the course,
students have to prepare, realize and assess the presentation in English each other
relating to their work in the department. In the last week, the students participate,
except mentioned presentations, in the course content by means of their suggestions
and requirements that the teachers in collaboration with them and according to
possibilities operatively incorporate into the teaching. The length of the course is 180
teaching hours, i.e. 6 week-long concentration trainings, 30 lessons each, whereas
there is a three-week break between the trainings for learning and task elaboration;
during the break the students are in contact with teachers via e-mail for consultations,
what is actually the form of e-learning. (Skolamv.cz/category/typy-studia/jazykove-
vzdelavani. Transl.by A.O.)


        External Language Courses
        They are organized in a limited extent for the training of managerial staff
according to demands of the Department and on the basis of submitted and approved
applications in the Interior Ministry Department of Education and Police Education
Administration.   (Skolamv.cz/category/typy-studia/jazykove-vzdelavani.       Transl.by
A.O.)




                                          33
3. Empirical research

       A general conception of lifelong education according to the Czech Republic
Police Reform brought essential changes in the language education of police officers.
The most significant parts of changes are described in the previous chapters. They
indicate evident effort to change the entire approach to education, establishment of
new language courses, and availability of these courses to all Police officers
irrespective to their job positions or years of service in the Police of the Czech
Republic.

3.1. Research objectives
       The aim of the empirical part of my Bachelor thesis is to identify how the new
Police officers employed within personnel changes in the Czech Police are ready for
their job performance in relation to their language knowledge with a particular focus
on the English language. Further, I am going to find an answer to the question how
Police officers are ready to utilize further improvement opportunities within the Police
education, and what their motifs are. The second part of my empirical research is
focused on identification of the structure of Police officers attending the courses, what
are reasons for their attendance, and how they would modify the education method.
       Their opinions of confirmation or disproval were found in form of responses to
hypotheses that I formulated.
       I would like to add that as the author of the Bachelor thesis and employee of
the Police of the Czech Republic, that I attended the Police Language Examination
course within the empirical part of the research, which I am going to focus on
primarily in the second part of my research.
       Characteristics of the Selective Sample of Respondents
       With regard to specifics of the respective subject, two selective samples of
respondents were chosen:
               from students of the Ministry of Interior Police College in Brno,
                which professionally prepares new Police officers shortly after their
                admission in employment in the Police of the Czech Republic in past
                several months courses comprising adults in a number of 190 students
                – new Police officers in the age from 19 to 46 let from the whole

                                           34
                 Czech Republic, who passed the basic professional police training in
                 the period from February 2009 to March 2010;
                from groups of students of the intensive language course Police
                 Language Examination held at the Police College of the Ministry of
                 Interior in Brno, where longer serving police officers study and attend
                 the courses of the lifelong language education. A sample of
                 respondents was chosen from 108 students in the age from 21 to 55
                 years, who passed the course in six-week cycles in the period from
                 March 2009 to January 2010.
       Hypothesis
       With regard to two different respondent samples, I prepared two different
questionnaires based on which the below-stated hypotheses will be either proved or
disproved. The hypotheses 1, 2 and 3 concern a sample of respondents from the
group of newly admitted Police officers responding as Basic Professional Police
Training students at the Ministry of Interior Police College in Brno. The hypotheses
4, 5 and 6 concern a sample of respondents from the group of already serving Police
officers responding as students of the Police Language Examination course at the
Ministry of Interior Police College in Brno which I also attended as a part of my
research.
       Hypothesis no. 1:
       I suppose that at minimum 30% of newly admitted Police officers have active
knowledge of English.
       Hypothesis no. 2:
       I suppose at least 20% of new Police officers wish to continue in their study
within the lifelong education at the Police Technical School (hereinafter just PTS)
and Police Academy (hereinafter just PA) .
       Hypothesis no. 3:
       I suppose that more than a half of newly admitted Police officers wish to
improve their language knowledge in the future within the Police education system.
       Hypothesis no. 4:
       I suppose that more than 70% of trainees of the not accredited course Police
Language Examination consider it to more beneficial than the accredited courses First
Ministry of Interior Exam, Second Ministry of Interior Exam, Third Ministry of
Interior Exam.
                                           35
       Hypothesis no. 5:
       I suppose that more than 60% of trainees of the Police Language Examination
course will apply particular knowledge in their job positions.
       Hypothesis no. 6:
       I suppose that at least 50% of trainees of the Police Language Examination
course will wish to attend further language courses within the Police language
education for Czech Republic Police officers in the future.


       Characteristics of Applied Methods
       Empirical data needed to disprove or confirm the defined hypotheses were
acquired by means of analytic survey carried out in form of questionnaire applying a
quantitative approach. Responses to defined hypotheses were gained by analysis of
received data, and general evaluation was made in the conclusion of this work.
       Questionnaires were completed anonymously, when a reason for a choice of
the quantitative approach of questionnaire was the potential sensitiveness of personal
data of Police officers in relation to personal data protection. Questionnaires were
distributed to 190 new Police officers (employment term shorter than a year, Group
I) and 108 Police officers attending the Police Language Examination course
(employment term longer than a year, Group II)
       The completion was voluntary and, therefore, their return was not 100%. I
received back 169 completed questionnaires from Basic Professional Police Training
students, which is 88% of returned questionnares, and 94 completed questionnaires
from the Police Language Examination course trainees, which is 87% of returned
questionnares. The survey was carried out in the period from March 2009 to January
2010 at the Ministry of Interior Police College in Brno.
       Based on the acquired information, I confirmed or disproved the defined
hypothesis. Questionnaire acquired data are processed statistically.



3.2. Presentation, analysis and evaluation of the results

       To hypothesis number 1:

       Question No. 1 to the Respondent Group I : Do you speak English?


                                          36
       If your answer is “no”, please do not answer the Questions numbers 3, 4 and
5.

       Fig. 1 Do you speak English?




                                                                 17%
                                      35%




                                                                       48%




                                                   yes   no   partly

       Following from the above, the least group (17%) of new Police officers is that
which speaks English, according to their own assessment.
       A more substantial part of new Police officers (35%) is evaluated as partially
speaking English, and the most substantial group is the group of those ones who have
no command of English (48%).
       Therefore, future Police officers can be commonly said to have at least a
partial command of English prior to their job commencement in 51% questioned
respondents, and remaining              48% cannot speak English and are unable to
communicate in this language. This fact is surely beneficial for future language
education design and can be further adjusted in the future based on those data. To
illustrate completely a structure of the whole questioned group of respondents, I
present a graph documenting the age structure of those ones who stated “Yes” or
“Partially” in Question 1.


       Question No. 2 to the Respondent Group I : Please state the age group you
belong to.




                                              37
       Fig. 2 Age group




                                                      4%
                                        11%
                                                                                 39%




                               46%




                                     19-25    26-32        33-39   40 and more


       In the general structure of respondents, the most numerous group consists of
people in the age of 26-32 years (46%). This fact is logical and quite ideal in a point
of view of further language education and development. The individuals are already
mature personalities of the optimal age both regarding the study and new skills
acquiring as well as in a point of view of physical condition which is a necessary
precondition for performance of this demanding profession of Police officer.
       The second most numerous group in the total structure of new Police officers
is the age of 19-25 years (39%). This is a group of respondents recently completing
secondary or advanced education, who are at the beginning of their profession career.
This group is on the top of their forces in the new skills training as well as on the top
of their forces in terms of physical condition. This group is supposed to have a foreign
language command gained in their previous schools, able to communicate in this
language.
       The age group of      33-39 years, believed to have at least partial English
knowledge in a higher percentage, since this age group has already completed basic or
secondary education after the Revolution, when English was promoted instead of
Russian, is very interesting. However, a low percentage of this age group (11%)
indicates that the post-revolutionary era did not put such emphasis on foreign
languages as it is now.



                                             38
       The smallest supposed group of respondents was the age group over 40 years,
suggested to have partial or no English knowledge due to the regime in which the
respondents attended basic or secondary schools. At that time, the Russian language or
German language were prevailing foreign languages, which is proved in historical
contexts.


        Question No. 3 to the Respondent Group I : Please state your suggested
level of knowledge.
       Fig. 3 Level of knowledge




                                              12%
                                                                      27%

                               18%




                                                        43%




                            elementary   intermediate   upper intermediate   advanced


       Following from the presented data, 27% of Police officers from 52% of those
who speak English, evaluated their language knowledge as elementary, and 43% as
intermediate, which corresponds to the first Question investigating whether the
respondents speak English. This Question was answered in 35% that they speak
English partially. Based on that, I suppose these 35% can be classified as elementary
and intermediate.
       Two other knowledge groups containing much lower percentage than in the
above groups, are upper intermediate (18%) and advanced (12%).
       Following from the presented data, more than a half (73%) of respondents
speaking at least one foreign language can be said to be able to communicate in usual
daily situations in English. However, specialized knowledge in the field of Police
issue and work is not suggested.

                                            39
       Question No. 4 to the Respondent Group I : Please state where did you
study the English language.

       Fig. 4 Where did you study the English language?




                                                  13%     3%
                                                                      22%



                                 26%

                                                                              30%
                                                    6%




                           elementary school                   high school
                           university                          evening language school
                           by yourself                         abroad in English speaking country


       Following from the presented data, it is evident that more than a half of
respondents (total 58%) learnt English within their compulsory school education, and
during study at secondary schools or universities. This fact is much positive with
regard to the importance of foreign language knowledge within EU and increasingly
multiethnic society in the Czech Republic.
       Another very significant group consists of respondents who studied in the
evening classes due to their own motivation, or learnt at home as self-taught (totally
39%). This group of respondents is one of the most valuable since a high motivation
level to further language education within Police lifelong education at the Police of
the Czech Republic is supposed.
       A very small percent group (3%) consists of respondents practicing English
abroad. These respondents are supposed to have a very good foreign language
command, to be interested in further specialized advanced and professional level
language education.
       All presented data are very positive since at least 42% of interrogated
respondents are supposed to be motivated sufficiently enough to educate themselves
as self-taught and, therefore, there is a high probability they will wish to utilize the
opportunity of specialized language education in the Police of the Czech Republic.
                                                  40
        Question No. 5 : Please state the duration of your previous English study.

        Fig. 5 Previous English study duration




                                                          6%
                                             12%
                                                                                 37%




                                          45%




                                up to 2 years      2-5 years   6-10 years   11 and more years


        As it was already mentioned in the previous graph, most of interrogated (58%)
studied the English language in form of a compulsory subject at schools. Therefore,
the highest percentage of interrogated was supposed to have studied the English
language for two up to ten years, which was confirmed by the questionnaire (totally
57%).
        A group of respondents learning English for two years as maximum is much
more numerous, too (37%), and this group is suggested to comprise both respondents
having learnt English themselves or at the language school, as well as those ones who
studied English at universities where the language is taught for about two years in the
course of the whole study.
        A not less numerous group consists of respondents learning English for more
than eleven years, whose language knowledge is supposed at least at a level of
mediate advance with several study levels – e.g. at elementary school, secondary
school, and language school.

        To hypothesis number 2:


        Question No. 1 to the Respondent Group I : Are you going to improve your
English in your future job?


                                                    41
       If you answer this Question “No“ please do not answer Questions 2 and 3.

       Fig. 6 Are you going to improve your English in your future job?




                                                            5%


                              37%

                                                                                  58%




                                                     yes     no      don´t know


       Based on answers in the questionnaire, it is evident that 58% of interrogated
respondents – new Police officers, are interested in their language knowledge
improvement in their future jobs.
       These respondents are supposed to utilize specialized language courses
arranged within the Czech Republic Police, or other study branches with respect to
language education.
       It is evident in 37% of respondents that English plays no important role in their
professional life and, therefore, they are not interested in their further language
knowledge improvement.


       Question No. 2 to the Respondent Group I : What particular study
programs or courses would you like to pass within the lifelong language education?




                                                    42
       Fig. 7 What study programs/courses would you like to pass within the lifelong language education?




                                                     12%
                                                                                    34%


                              33%



                                                                         21%




                       Tertiary police college                     Police academy
                       accredited police language course           non-accredited police language course

       The survey data regarding further English study within lifelong education of
Police officers differs very much in the case of new Police officers.
       The most numerous group of Police officers, particularly 55%, would like to
pass the Technical College or Police Academy. One of preconditions in this case is
not only high prestige of language education but also acquiring an academic degree
and high level professional self-education opportunity.
       Another interesting group consists of respondents who are new Police officers
wishing to study specialized language courses, both accredited                      (First Ministry of
Interior Exam, Second Ministry of Interior Exam, Third Ministry of Interior Exam)
and not accredited (Police language exam). Taking into account a high percent of
interest both in accredited language courses (33%) as well as relatively high interest in
not accredited language courses (12%), there is a high probability that new Police
officers wish to improve their language knowledge with specialized knowledge from
the mentioned language courses, irrespective the prestige of other language course
accreditations. This fact is very positive since most persons interested in the not
accredited Police language exam course are suggested to have a big chance to attend
the course and learn specialized English.


       Question No. 3 to the Respondent Group I : Please state your age group.



                                                  43
       Fig. 8 Age group of those police officers who wish to study further




                                                       11%
                                                                                   23%

                               21%




                                                                             45%




                             19-25 years        26-32 years       33-39 years        40 and more years


       Following from that , it is evident that the highest percent of Police officers
interested in foreign language study (45%) are those ones who belong to the age
group of 26 – 32 years, having passed secondary school or University several years
ago,   experienced in their job, and who consider the foreign language study
opportunity to be a very advantageous offer within the lifelong education of Police
officers. These Police officers are also ones of best study motivated Police officers
wishing to improve their knowledge and skills to be able to achieve top performance
and, in this way, to acquire a high opportunity for their quick career growth.
       The second most numerous group (23%) consists of new Police officers
younger than 25 years. These young Police officers are expected to have just left
secondary schools or Universities and wish to have some rest from learning, currently
being not interested in any further study or their up to then acquired knowledge
development. There is a high supposition that at least a half of these new, young
Police officers, will wish to continue in their study, most of all language, in the future.
       Other two groups of respondents are suggested to be motivated to foreign
language study following from their own, already many-year practical experience,
when the respondents recognize a need of the language education as a necessarily
needed aim to communicate with the broad public, as well as for their further career
development.



                                                    44
         To hypothesis number 3:
         Question No. 1 to the Respondent Group I : Are you going to study further
within the lifelong Police education ?
         If you answer “No“ or “ I do not know“, please do not answer Questions
2,3,4.
         Fig. 9 Are you going to study further?




                                                       10%


                                  22%




                                                                                  68%




                                                  yes        no   I am not sure

                  As it has been already anticipated in the last Question, Hypothesis 2,
and now confirmed, there is a high percent (68%) of new Police officers interested in
further education within the lifelong branch education.
         Respondents answering “No“ are in some percent anticipated to be University
graduates or experienced residents in terms of language and profession, interested in
further branch education. According to the graphs from the above mentioned
hypotheses, the rest of respondents answering “No“ are young people, just leaving
their schools, who prefer some rest from education.


         Question No. 2 – What form of further education will you choose?




                                                  45
        Fig. 10 What form of further education will you choose?




                                        31%
                                                                                       47%




                                            22%




                                      Tertiary police college     Police academy   other


                 47% percent of respondents stated a Tertiary police college to be the
most suitable form of further education for them – this is a relatively new element of
branch education aimed to make available                   further education to as many Police
officers as possible. Tertiary police schools are drawn as classic colleges, however,
focused on specialized subjects and language training.
        Almost 22% of respondents chose the answer “Police Academy”, which is a
classic university within the University Structure in the Czech Republic, and its
completion means granting the academic degree Bc. or Mgr. depending on the study
term.
        31% of respondents chose different answers. This answer indicates a high
interest of new Police officers in further education. This fact is surely positive and
provides some indicative value.


        Question No. 3 to the Respondent Group I : If you answered Question 2 as
Tertiary police school, please answer the Question. Otherwise go on to Question No.
4.
        State the reasons for your choice of the Tertiary police school?




                                                    46
       Fig. 11 State the reasons for choosing of the Tertiary police school.




                                                                       10%
                                               24%

                                                                                           26%




                                                  40%




                    possibility of combined study                     great importance of language eduacation
                    academic degree Dis.                              new professional knowledge

       It is surprising that a significant group of Police officers presenting their
interest in the Tertiary police school study stated the degree Dis. acquirement as a
reason for their decision(40%). Still, this degree is underestimated in the Czech
society, it is not used, and, as such, it is not preferred when choosing a school.
       Quite a high percentage (26%) of respondents stated their reason to be rightly
the emphasis on the language study which is highly preferred in this education; other
24% stated improvement in their knowledge and skills, and, at last, 10% respondents
find most important the option of a combined study form.
       Based on the answers, the lowest level of the academic degree is thus evidently
no obstacle for these respondents who find this education to be ideal for their further
study also with regard to the study structure; this means a very positive change
consisting in the emphasis on language knowledge of active Police officers.


       Question No. 4 – If you chose answer “Police Academy” in Question No 2,
please answer the Question. Otherwise go on to the next Question.
       State the reasons for your choice of Police Academy.




                                                     47
       Fig. 12 State the reason for your choice of Police Academy?




                                                                       12%
                                              23%


                                                                                            28%




                                           37%




                              possibility of a combined study        high-quality language education
                              academic degree Bc., Mgr.              new professional knowledge

       Based on the above answers to the Question, a fact can be deduced that on the
contrary, a chance to reach the education level is much substantial for Police officers
interested in the Police Academy study – this is because almost 37% of respondents
stated the chance to reach the academic degree Bc. and later Mgr. after study
completion is a sufficient option for their decision for Police Academy as further
education level.
        Total 23% of respondents preferred the possibility of acquiring new skills and
experience, and only 12% of respondents appreciated a choice between full-time and
combined study.
       28% of respondents stated Police Academy good quality language training
which is of course structured in a different way on the Bachelor and Master levels, as
a primary potential reason for Police Academy choice. A fact should be emphasized
now that there is a high percentage group of Police officers interested in the College
as well as Police Academy study who are motivated by good quality language training
at both mentioned educational establishments within the lifelong education.
       This motivation should be further thoroughly evaluated, and it is necessary to
prepare further improvement in conditions for language study at all educational
process stages. The foreign language training conception process is surely a large-
scale task unable to be implemented in a short time horizon.



                                                    48
         To hypothesis number 4:
         Question No. 1 to the Respondent Group II : State which course you
consider to be more suitable for your language education – whether the Police
language exam course or First Ministry of Interior Exam, Second Ministry of Interior
Exam, Third Ministry of Interior Exam?
         The Questions 2,3,4 and 5 are to be answered only in relation to your chosen
course in Question 1.

         Fig. 13 Which course is more suitable for you?




                                                          8%
                                         18%
                                                                                      43%




                                               31%




                               Police language exam               First Ministry of Interior Exam
                               Second Ministry of Interior Exam   Third Ministry of Interior Exam




         Most respondents (43%) presented they considered the Police Language
Examination to be most beneficial for their language education . 31% of respondents
preferred the option First Ministry of Interior Examination, and only 18% chose the
answer      Second Ministry of Interior Examination. The least number                         (8%) of
respondents answered the Third Ministry of Interior Examination.
         This answer structure clearly indicates the fact that almost three quarters of
respondents (73%) preferred the option Police Language Examination, and First
Ministry of Interior Examination. Their conception thus can be anticipated to contain
features considered by respondents to be beneficial. On the contrary, only 8% of
answers for the Third Ministry of Interior Examination is a very adverse signal
indicating a potential wrong structure of the course content or form.

                                                     49
       Question No. 2 to the Respondent Group                               II : What reasons do you
consider to be relevant for the First Ministry of Interior Exam                          course benefit
evaluation ?

       Fig. 14 Reasons relevant for First Ministy of Interior Exam?




                                                                      12%
                                                    26%


                                                                                   34%
                                           15%

                                                            13%




                                   longer and more intensive course
                                   different structure of the course than Police language Exam
                                   accredited certificate
                                   good reputation of the course
                                   course designed for elementary students only

       Following from the mentioned data (34%), a structure of the course different
from Police Language Examination course is the most significant factor regarding
the First Ministry of Interior Exam course, which means that 1/3 of respondents
considers the course difference from the Police Language Exam course to be this
course study motivation.
       Another major group (26%) consists of respondents finding the course positive
in its design for elementary students only, thus being able to prepare students from the
very beginning and provide them with good bases, which cannot be expected from a
much professional Police Language Exam course.
       Almost the identical percent of respondents find positive course evaluation in
the good reputation of the course (15%), chance to acquire the accredited certificate
(13%), and option of a longer and more intensive course than the Police Language
Examination course.


       Question No. 3 to the Respondent Group II : What reasons do you find to
be relevant to evaluate the Second Ministry of Interior Exam course benefit?


                                                    50
       Fig. 15 Reasons relevant for Second Ministry of Interior Exam?




                                                                  8%
                                               36%                      14%



                                                                              26%
                                                      16%




                                  longer and more intensive course
                                  different structure of the course than Police language Exam
                                  accredited certificate
                                  good reputation of the course
                                  course designed for intermediate students only

       Following from the mentioned data, the course designed for intermediate
students only seems to be the most significant factor (36 %) preferring the Second
Ministry of Interior Exam course, which means that more than 1/3 of respondents find
this course study motivation in its specialization in intermediate students and their
language needs.
       Another major group (26%) consists of respondents who find the course
positive in potential        accredited certificate achievement which on this English
knowledge level means a better chance to be chosen for the foreign service stay or
better job position within the Police of the Czech Republic.
       Almost the identical            percentage of          respondents finds positive course
evaluation in the good reputation of the course (16%) and in the structure of the
course that differs from that one in the Police Language Examination course. (14%).
The least contribution is given again to the possibility of a longer and more intensive
course than the Police Language Examination course, which is caused , in my opinion,
in a lack of knowledge of legislation of other courses.


       Question No. 4 to the Respondent Group II : What reasons do you find to
be relevant to evaluate the Third Ministry of Interior Exam course benefit?




                                                   51
       Fig. 16 Reasons relevant for Third Ministy of Interior Exam?


                                                                      4%

                                                  31%                          25%




                                                 18%                          22%




                      longer and more intensive course
                      different and more professional structure of the course than Police language Exam
                      accredited certificate
                      good reputation of the course
                      course designed for upper intermediate and advanced students only

       Following from the mentioned data, the highest factor (31%) preferring the
Third Ministry of Interior Exam course is that the course is designed for upper
intermediate and advanced students only, which means that 1/3 of respondents finds
this course study motivation in its specialization in upper intermediate and advanced
students, their language needs according to their advanced knowledge of English and
base for thinking in English.
       Another major group (26%) consists of respondents who find the course
positive in the course structure different from Police Language Examination, which
means that almost 1/3 of respondents finds the course study motif in its difference
from the Police language exam course.
       The mentioned group is closely followed a group of                            respondent highly
appreciating the accredited certificate (22%) which is at the same level as foreign
examinations such as FCE or CAE. Another group takes into account also the good
reputation of the course.


       Question No. 5 to the Respondent Group                              II : Where do you find the
benefits of the Police Language Examination course?




                                                    52
       Fig. 17 Where do you find the benefits of the Police Language Examination course?




                                                                 8%
                                               36%                         14%



                                                                                 26%
                                                     16%




                                long and intensive enough
                                similar structure to First and Second Ministry of Interior Exams
                                new practical professional knowledge
                                good reputation of the course
                                course designed for all levels of students

       Total 36% of students – respondents consider the most significant preferring
factor to be that the course is designed for all levels of students, which means that it
accepted students with basic knowledge as well as much advanced students wishing
only to gain new professional language knowledge. A positive fact is , based on
presented data, high tolerance of students among each other, which reason I find in
the mature personalities of Police officers.
        Another factor suggested to play a key role in the course applicant decision-
making was new practical professional knowledge gaining for their practice. This
factor, however, gaining 26%, reached only the second position, far behind it followed
both by the good reputation of the course (16%) or similar structure to the First and
Second Ministry of Interior Examinations, which was a surprise in the research. The
least course beneficial factor was the long and intensive course, which was
understood by most students as a complete matter of course and did not consider the
answer at all.


       To hypothesis number 5:

       Question No. 1 to the Respondent Group II : What is your job position?




                                                  53
       Fig. 18 Job position


                                                                2%


                                             22%
                                                                                       34%




                                                   42%




                              order police     traffic police        criminal police   top management



       I came to very interesting conclusions when identifying this respondents job
position structure. In my opinion, it is just this fact which can be one of very
substantial factors allowing to differentiate better the structure and commonly a
general language structure form – due to the fact that the better a particular training
isoriented on unambiguous target group, the more it can be efficient.
       42% of respondents stated their belonging to Traffic Police. It is evident
where, under what circumstances and how the Police officers will apply their
knowledge of the English language – especially in classic traffic checks or major
events, providing, e.g. traffic organization.
       Another 34% of this group respondents stated belonging to the Order Police –
which is common service on street where suitable language training is clearly a
positive fact, particularly in large conurbations where higher quantity of foreigners is
anticipated due to tourism. 22 % of respondents belong to the Criminal Police where
the use of the English language is much restricted, particularly because of provisions
of the Criminal Code requiring presence of an interpreter in criminal proceedings.
       The least numerous group (2%) is represented by so-called top-management,
concerning a level of managing regional departments and superior level. The less
percentage part is logical with regard to their limited number in the total structure of
all Police officers – There, however, is proper to anticipate the knowledge of the
English language at a very good level since the positions are positions of managers.

                                                    54
       Question No. 2 to the Respondent Group II : Do you apply language
knowledge in your job?

       Fig. 19 Do you apply language knowledge in your job?




                                                                                38%



                           58%


                                                                               4%




                                                   yes        no   sometimes


       A logical conclusion herein is the fact whether the chosen group of
respondents utilize the knowledge of a foreign language in their job performances.
       The most numerous group were those ones who chose the answer “sometimes“
(58%). This fact is anticipated with regard to the answer structure regarding job
positions of respondents. If the total sample of respondents consisted e.g. from
Immigration Police employees, then the most numerous answer variant would be
“Yes“. In this particular case, this was chosen by 38% of respondents, and only 4%
of respondents answered “No“.


       Question No. 3 to the Respondent Group II : If you answered Question No.
2 “Yes“, then in what particular situations do you use your language knowledge?




                                                  55
       Fig. 20 In what particular situation for you use your language knowledge?




                                                            4%
                                                17%                            29%




                                        32%                                        18%




                         during traffic check                      during patrol in the streets
                         during give instructions to foreigners    during investigate the foreigners
                         other

       Further specification of particular English knowledge use by a particular
respondent sample brings more precise specification of language using activities. It
should be mentioned again that a number, structure and orientation of these language
knowledge using activities can differ in application of my research to a different target
group of respondents.
        It reveals that 29% of respondents use their language knowledge in traffic
check, and     18% in common order. An interesting finding is that a percent of
respondents applying their English knowledge in order service is quite lower than a
percent part of respondents stating their job positions rightly in the order service
(34%). Therefore, my precondition regarding relationship between foreign language
application and particular Police officer dislocation is evidently right, irrespective a
particular job position – Police Patrol e.g. in Prague applies the English knowledge
surely much more frequently than Police Patrol in a small town.
       Total 32% of respondents, however, stated their knowledge application when
providing advices to foreigners, and other 17% applied it within some investigations.
Therefore, it is evident that partial utilization of the English language is frequent more
or less across the whole spectrum of the respondent team, just a structure of the
frequency and particular foreign language application differ by job positions of a
particular course trainee.



                                                   56
        Question No. 4 to the Respondent Group II : Do you consider the Police
Language Examination course conception beneficial for you from the point of view of
your job position?

        Fig. 21 Is Police language examination beneficial for you?




                                    39%


                                                                                      56%



                                            5%




                                                    yes     no       don´t know yet


        A more than a half part of answers “Yes“ could be anticipated. The course
attendance is not compulsory, its trainees are chosen from Police officers interested in
further language education. 39% of respondents stated the answer “ I don´t know
yet“, when it applies that only particular application of gained skills within the English
language training allows relevant evaluation. 5% of respondents chose the answer
“No“.


        Question No. 5 to the Respondent Group II – Will you use particular
language knowledge from the Police language examination course in your job? ¨




                                                     57
       Fig. 22 Use of knowledge from the Police language exam course.




                                      31%




                                                                                 63%
                              6%




                                                 yes     no     don´t know yet


       An idea of difference between the “benefit“ and “particular use“ can be gained
from the following graph, when total 63% of respondents state to use the knowledge.
31% of respondents are not sure yet, and only 6% of respondents state not to use their
language knowledge.
       Therefore,       the percent division of respondents evaluating the course
attendance within the “benefit” in relation to their job and those ones who suppose to
use their acquired language knowledge in particular job, can be said to be much
similar, indicating almost identical features.


       Question No. 6 to the Respondent Group II : In what particular situations
you will use (or have used) language knowledge acquired from the Police language
examination course?




                                                  58
       Fig. 23 In what situation will you use knowledge from Police language exam course?




                                                       11%
                                                                                     38%



                               39%


                                                                          12%




                        during traffic check                      during patrol in the streets
                        during give instructions to foreigners    during investigate the foreigners

       This section of my empiric research evaluation is concluded by comparison of
answers and their percent expression to two questions of my research. The first one
was in what particular situations Police officers of a respective respondent sample use
their foreign language knowledge (Question No. 3 to the respondent Group II.)
       The answer structure is evaluated by its comparison to answers to the Question
“In what particular situations you will use (or have used)                      language knowledge
acquired from the Police language exam course?. It is, therefore, comparison of
practical application of language knowledge irrespective the course attendance, and
comparison of usability of course acquired knowledge irrespective the trainee
allocation.
        Total 38% of respondents stated use of particular English language knowledge
in traffic check; therefore, comparing to Question No 3, this means a 9% growth. I
found a 6% decline in answers concerning English usage in order activity. A number
of respondents stating the answer that they use their particular application of English
when advising foreigners was increased by 7% and, on the contrary, a number of those
ones who apply the language knowledge within investigations, was declined by 6%.
       A conclusion, therefore, can be that, based on evaluation of answers to the
question concerning a particular situation, when Police officers from my respondent
sample apply their language knowledge followed by addition of particular applications
acquired in the course, I came to the conclusion that they are not identical, and no

                                                  59
significant deviations occurred in any of the data. Following from it, it applies that
courses apply suitable chosen training methods and their scope with regard to the
structure of course trainees, and they are applied in the consequent practice.

       To hypothesis number 6:


       Question No. 1 to the Respondent Group II : Are you going to continue
your language study in the future in form of branch language courses?
       If you chose “Yes” or “ I do not know”, go on to Question No. 2 and omit
Question 3.
        If you chose “No”, omit Question No. 2 and go on to Question No. 3.

       Fig. 24 Continuity in language study




                                              22%



                            7%



                                                                            71%




                                                    yes   no   don´t know


       A precondition for this question was a fifty percentage interest as maximum in
language education continuation in form of branch language courses. Therefore, the
result of 71% of respondents for their language education continuation in form of
branch courses was a very pleasant surprise.
       Some motivation level for their further language education is anticipated in
respondents not having been sure. This motivation level will surely lead the Police
officers to information finding concerning other English courses arranged by Police
Colleges.



                                                    60
       Only 7% of respondents answered the above given question “No“, which
means they do not want to continue in Police language education. A precondition is
these respondents either attend a language school in their town, or knowledge gained
in the Police Language Examination course is a temporary ceiling for them, and first
of all it is necessary to prove their knowledge in practice and only them, possibly,
attend further language course.


       Question No. 2 to the Respondent Group II : What do you expect from
other Police language courses?

       Fig. 25 Expectation from other language course




                                                                         24%
                                      36%



                                                                                      17%


                                                        23%




                more detailed and more professional course     an accredited certificate
                possibility to get a higher rank in carreer    improvement of level of English

       The graph shows the answers of                   respondents differed very much and,
therefore, the percent findings are almost identical. The most numerous group of 36%
consists of respondents attending the language training courses in order to extend and
improve their English just for their good feeling. A high                 motivation to further
language course study is suggested from side of these respondents, either because they
liked the language course so much that they wish to attend another one, or because
knowledge from the branch language courses can be applied also out of their working
environment in English speaking countries or on their holiday.
       One of the most numerous groups containing 24% respondents comprised the
answer concerning preparation, details and professionalism of other language courses
the respondents would like to attend in the future. A precondition for this answer is

                                                  61
motivation of students for further language courses because their liked the language
course but they would still like to attend some other course improving their
knowledge even more in the field of professional language education, and providing
also other factors and issue of the language education for more advanced difficulties.
       The key motivation for attendance of a further language course for 23% of
respondents is to reach some prestige by good language knowledge and maybe also to
gain better job position which requires a very good English knowledge confirmed by
several branch language examinations.
       For 17% of respondents, a key factor for participation in another language
course is to acquire the accredited               certificate which formally proves English
knowledge. The certificates are provable and applicable also in other armed units as
well as in the public administration.


       Question No. 3 to the Respondent Group II : If you chose “No“, what are
the reasons for your answer?

       Fig. 26 Reasons for the answer "no" to question „Are you going to continue your language study?“


                                                             1%

                                                  23%


                                                                                  54%
                                          21%




                                                   1%

                                   satisfaction with the already reached level of English
                                   dissatisfaction with the language course itself
                                   examination at the end of the course
                                   too long or too intensive course
                                   no use of the knowledge from the course in practical life

       The biggest group of respondents (54%) consisted of students not wishing to
continue in further language course study because they are satisfied with their
reached level of English gained during the course Police Language Examination.
However, at least a half of these students are expected to change their opinion in two


                                                  62
years and will want to continue in their language education in form of further branch
language courses.
       23% of students do not want to continue in the language study in form of
further language courses due to the factor of too long or too intensive language
courses which Police officers cannot attend rightly due to their duration – absence at
work, or due to excessive intensiveness when students were unable to absorb all
information in a short-term period.
       21% of students consider the key adverse factor a final examination in all
language courses. This examination entitles the student, successfully passing such
examination, to gain a certificate, either      accredited   and, therefore, applicable
anywhere, or unaccredited, however, applicable within the Czech Republic Police.
Students are supposed that further examinations seem to be much stressing for them,
they have not time sufficient for preparation because of their job duties, or they do not
want to pass the examination because of potential taunt at work.
       Students are not satisfied with the language course as such in 1% of answers,
and another 1% suggests not to apply gained professional language knowledge in
practice. Both two mentioned adverse factors suggest to concern students starting as
very beginners and, therefore, they were unable during one course to understand the
entire structure of the professional language without study problems. These students
are suggested to have no motivation sufficient enough to develop their language
knowledge further and thus apply it in practice .
       Some adverse factors can be found in answers to this question felt by students
of the Police Language Examination course. Also the new education program of
foreign language training seems to contain still some problems which, unfortunately,
some student find to be not impassable and, therefore, they decrease their motivation
and willing to further language education, either within the branch language education
or in form of self-education.
       These adverse factors should be negotiated and changed so that each language
course student could feel motivation to his further language education and not to no
language course attendance any more. Although the numerical group answering this
question was very small, a precondition was that no student was included in that
group, since, based on my experience in this language course, all students seemed to
be very much satisfied with the language course, and none of them had any negative
comments to the course organization of subject. Unfortunately, total            46% of

                                           63
respondents answering to the course detriment, were unsatisfied rightly in the field of
the course organization and subject.

3.3. Exposition of the results

              Hypothesis number 1 :
       I suppose that 30% as minimum of new Police officers have a good command
of English.
       I state that this hypothesis was proved. 48% of questioned new Police
officers are able to communicate in English, from whom 35% stated only partially in
the questionnaire.
       It is interesting that the highest percent of respondents speaking English stated
to be at a level of moderately advanced (43%), what is a lower level compared to
anticipated active English use. However, total 30% of respondents speaking English
evaluated themselves to be at the upper intermediate or advanced level, which is
already a level anticipating active, independent usage of English.
       I find interesting the fact that 85% of English speaking respondents were
new Police officers in the age of 19 to 32 years, which is a border when the English
language was already taught as obligatory subject at Basic and Secondary Schools
and, therefore, pupils and students had opportunities to face a foreign language
already before their employment.
       In order to be able to interpret the acquired hypothesis related data more
precisely, it was necessary to find whether my statement concerning the English study
at Basic and Secondary Schools, was true. My statement was proved since as many as
52% of new Police officers studied English at the past, either at the Basic School or
Secondary School, which was consequently confirmed in the question concerning the
English study duration at the Basic School or Secondary School, when 57% of
respondents answered a term of two up to ten years, which means for most new Police
officers the language learning at the basic School or Secondary School.

       Hypothesis number 2 :
       I suppose that at least 20% of new Police officers will want to study the Police
College and Police Academy within their lifelong language education.



                                          64
               My second hypothesis was proved, since totally 58% of respondents
would be interested in further language education and from these respondents, as
many as 55% would like to study at the Police College or Police Academy. In my
opinion, such high number is caused by the generally known prestige of both schools
from the side of the police public, as well as by the fact that language education at
those schools is considered to be a very important fact for further study and
preparation of educated specialists for service at the Czech Republic Police.
       The age structure of Police officers answering this Question positively is
interesting, since 45% of those ones who would like to improve their language
knowledge at the Police College or Police Academy are Police officers at the age from
26 to 32 years, who are already experienced in their profession, are aware of that no
other language education opportunity can be available to them and, therefore, they
want to do maximum for development of their knowledge and skills. On the contrary,
young Police officers by the age of 25 years would like to improve their language
knowledge only in 23%, which is surely a consequence of a not mature personality,
tiredness from up to then study at the Basic and Secondary School, and feeling of
maturity and independence due to their first employment.

       Hypothesis number 3 :
       I suppose that more than a half of newly employed Police officers will want to
improve their language knowledge within the branch education program.
              The hypothesis defined by me was proved. From the complete group
of respondents, as many as 68% of them stated to be interested in further education
within the branch lifelong education.
       From those 68% of respondents, 47% considers the Police College, which
offers a high quality English training from beginners up to advanced, to be the most
suitable form of future further education. From mentioned 47% of Police officers,
26% considered rightly the high language education importance to be the most
important factor for choice of the Police College.         From mentioned       68% of
respondents, 22% find the most suitable choice for study in the future the Police
Academy where the language education is a prestige matter with a possibility of
Doctoral study in the English language which was taken into account as one of the key
factors by as many as 28% of respondents.



                                          65
       Hypothesis number 4 :
       I suppose that more than 70% of attendants of the not accredited course Police
Language Examination consider it to be more beneficial than accredited courses First
Ministry of Interior Exam, Second Ministry of Interior Exam, Third Ministry of
Interior Exam.
                 The fourth hypothesis was not proved despite the fact the Police
Language Examination gained most votes of respondents (43%), followed
immediately by the accredited examination First Ministry of Interior Exam with 31%
of votes of respondents. This high number indicates how important role can be played
by an accredited course for beginners compared to not accredited course for all
English language levels. Thus, respondents find in both these courses a very good
precondition for language education in terms of beneficial features content in these
language course conceptions. In order to gain more information of what particular
respondents think about language courses, I prepared other sub-questions concerning
particular courses. In this point, I would like to present the results.
       The First Ministry of Interior Exam course is said to be a very beginning for
respondents, based on all information, they feel safe in it, since all of them are at the
same beginner level there. However, respondents evaluate as most positive its
different structure from the Police Language Examination, particularly in 34% of
answers.
       The Second       Ministry of Interior Exam course is          already a course for
moderately advanced students, comparably difficult as Police language Exam. In this
relation, in addition to positive in the course accreditation and thus also opportunity to
acquire the accredited certificate (26%), students mostly chose the answer that the
most positive factor for the course is that the course is designed for intermediate
students only (36%) which means, like in the case of the First Ministry of Interior
Exam course, that students are situated in a closed community with more or less same
level of language knowledge.
       The Third Ministry of Interior Exam course is appreciated like the Second
Ministry of Interior Exam course due to the fact that the course is designed for upper
intermediate and advanced students (31%) with the same evaluation as in case of
Second Ministry of Interior Exam. On the second position, students in 25% chose a
possibility of a different structure of the course from Police Language Examination,


                                             66
which means that Police officers are aware of higher professionalism concerning such
highly difficult course and examination.

       Hypothesis number 5 :
       I supposed that more than 60% of attendants of the              Police Language
Examination course will use particular knowledge in their job with regard to their job
positions.
       My fifth hypothesis was proved. In the course of this hypothesis survey, first
of all it was necessary to identify job positions of particular respondents in order to be
able to find whether at all, and to what purposes in working conditions, they use the
English language most. Through questionnaires it was found that 38% use their
language knowledge in their jobs, and 58% of respondents use their language
knowledge time to time. From those 96% of Police officers using the English
language at work, 42% of respondents are allocated into the Traffic Police, and 34%
of respondents into the Order Police, which means that most of them spend whole
days outdoor among people. Respondents, as I suggested, answered identically in
32%, that they use the language knowledge at present to provide advices to
foreigners, and in 29% when road check performing, when they check l also foreign
cars and their drivers - foreigners.
       These Police officers answered the question whether the Police language exam
course conception is beneficial for them or not “Yes” in 39%. Other              56% of
respondents did not know at the moment which I attribute to the fact that they have
not had any chance to practice their newly acquired knowledge in the practice, in their
job.
       Total   63% of     respondents, wishing to use their knowledge in practice,
identify themselves with particular use of knowledge from the Police language exam
course. Other 31% have not been sure yet which can be caused by uncertainty in a
foreign language use at public premises. However, also there is a high precondition to
use the knowledge as much as possible when it will be necessary to use the English
language, according to the questionnaire, most during traffic check (38%) and when
giving instructions to foreigners ( 39%)




                                           67
       Hypothesis number 6 :
       I suppose that at least 50% of attendants of the Police Language Examination
course will wish to attend also other language courses within the branch lifelong
language education of the Czech Republic Police officers.
               The last hypothesis defined by me was proved since 71% of
respondents answered positively the question concerning continuation in language
education in form of branch language courses in the future. Other 22% have not been
sure yet, however, this percent will be changed at time since the English language use
is anticipated in this group, which will be followed by finding the need for further
language courses.
       Together with the hypothesis, it was necessary to find what exactly
respondents expect from further language courses arranged by the Czech Republic
Police. It is evident from the findings that 36% were Police officers who would
attend further language course in order to improve their English. Other significant
groups were respondents expecting a more detailed and more professional course
(24%), and those ones who can gain a higher job position due to the English language
study (23%), while the lowest group consisted of respondents who would like to
further study the English language in order to achieve the accredited certificate (17%).
       Police officers not interested in further language branch education answered in
54% that they are satisfied with the reached level of English. Other two groups
answered the examination at the end of the course is a demotivating factor for them
(21%), and 23% considered as a negative factor a too long or too much intensive
course which can take too much time to police officers and hinder them from their job
duties, and too intensive course can confuse them and, on the contrary, make their
study more difficult.




                                          68
Conclusion

       Some level of foreign language knowledge is vital in the current multicultural
world. A specific situation in this type of education in our society is based on the past
when the Czech Republic was a part of the Eastern block, and English language
training and its knowledge were mostly at a very low level among people.
       In the recent twenty years, this situation has been dramatically changed in all
social areas, and, therefore, also in the Czech Republic Police, which I focused on
primarily. I consider the language knowledge of government employee at any and all
spheres to be vital since such knowledge reflects the whole society level - its maturity
and integration in the group of so-called advanced democratic countries.
       In the course of my Bachelor thesis preparation , I found that Police education
methodologists were aware of this fact since I identified a significant focus on foreign
language training, especially English,      at all education levels and forms. This
language, together with German, is the main communication foreign language in our
geographic conditions, and it seems to be so also in the future. Further, a fact should
be taken into account that English is an official communication language of NATO,
alliance, which includes also our military force, as well as very evident trend to use
English in the field of information technologies where it became globally dominant
after the IT technologies became an integral and common part of our lives.
       Therefore, it is logical that the trend to extend and improve training of foreign
languages (particularly English), has been continuously in a dynamic development in
the Czech Republic Police, becoming an integral and fixed part of the branch
education.
       In the theoretical part of my thesis, I mentioned a very heterogeneous structure
of options available to Police officers to improve their knowledge and skills in foreign
language communication. I find very positive that the options are spread in both
sections of education of the Czech Republic Police. They are contained in form of the
foreign language subject being equal to closely specialized subjects related primarily
to Police work (criminology, law, traffic service, etc.) at a level of required education
in its any and all particular stages, starting from the basic professional police training
through advanced specialized courses up to the Police Academy.



                                           69
       However, I consider the momentary temporary absence of more intensive
foreign language lessons particularly at the Basic Professional Police Training to be a
problem. However, it seems to be only a necessary concession due to very short-term
duration of the Basic Professional Police Training, while related correction is
anticipated in the nearest years, thus resulting into its extension.
       A reason why I do not consider this fact to be a substantial problem is that my
research proved the newly admitted Police officers, especially the youngest
generation, are in principle well qualified in the English language at various levels
particularly from their former education process in the civil sphere. Some of them are
also able to speak English due to their stay in foreign countries.
       A relationship between their age and level of English knowledge is interesting.
It proves a change of the emphasis put on foreign languages study within the whole
society in two most recent decades, and that this trend is undoubtedly successful and
already comparable to education in countries where the English language training has
a widely long-term tradition already.
       A very positive fact is also finding out that a significant part of these new
police officers are also ready to improve and extend their language knowledge and
that the Education Department of the Ministry of Interior of the Czech Republic sets
up suitable conditions for this trend and its development.
       I found suitable conditions setting also in the next stage of language education
in the Czech Police, particularly in language courses developed for already long-term
serving police officers in order to improve their English knowledge. In my opinion,
the courses structure, their duration and content are currently in compliance with what
these serving police officers can apply with regard to their job positions. Therefore, a
level of both language knowledge of new police officers, as well as the structure of
subsequent lifelong education proved to be of good quality, reflecting trends in the
whole society.
       Unfortunately, due to the Police reform, the             already mentioned main
restriction in language training within the Basic Professional Police Training is a
negative trend, and, therefore, it is suitable to appeal for the fact revaluation for also
this part of Police education to be conceptual and integrated in the general education
strategy, meaning enhanced and quality improved language education in the Czech
Police, despite the fact that based on my research, no main negatives follow from such
short-term trend.

                                            70
       I personally consider my reseach of good language knowledge of new Police
officers, their willingness and wish to improve their knowledge, and that good quality
preconditions are created for them within changes in the education process of the
Police education system in relation to the Reform of the Police of the Czech Republic,
to be most important.
       Of course, this is a long-term and conceptual process, having been
continuously developing, which cannot be completely covered within a time limited
research and Bachelor thesis preparation. However, some partial findings can be
surely applied for future correction in the English education development in the Czech
Police in order to correspond more ideally with current trends, thus enabling the
Czech Police to be more efficient in foreign language communication.




                                         71
Résumé
       The present Bachelor ´s thesis is divided in two sections – the theoretical, and
the practical ones. The theoretical section is divided into two main chapters which are
further systematically itemized in particular subchapters. The practical section deals
with empirical research and its analysis.
       The first Chapter deals with description of lifelong education of the Czech
Republic Police officers starting from their initial education courses after their
admission up to University Doctoral studies intended for long-term employed Police
officers, always with the emphasis on the language education of Police officers.
       The second chapter describes a subject of branch language education in
specialized language courses. I describe these courses in particular subchapters
including evaluation and procedures of final examinations in particular language
courses. The last subchapter mentions some other favored language courses frequently
attended by Police officers which are not too much relevant to my thesis.
       The second, practical section of my Bachelor ´s thesis is devoted to the
appropriate empirical research dealing with the present English language knowledge
level of newly employed Police officers as well as of long-term employed Police
officers. Applying a questionnaire method, I found whether the branch language
courses are really beneficial for Police officers and applicable in practice, and whether
the English language and its training are applied and appreciated by the Police
members, gaining positive response or not. The acquired data are evaluated in the
form of graphs.
       I consider the topic I devoted to in my thesis to be not only very interesting
but also very important. The Police and its education and its quality improvement or
quality improvement in work with people and particularly with aliens not speaking
Czech is an integral part of maturity of any advanced democratic society and, rightly
because of that, I consider the current as well as future development in language
education of the Czech Republic Police to be vital.




                                            72
Resumé

       Tato bakalářská práce je rozdělena do dvou částí – teoretické a praktické.
Teoretická část je rozdělena do dvou hlavních kapitol, které se dále systematicky člení
do jednotlivých podkapitol. Část praktická se věnuje empirickému výzkumu a jeho
analýze.
       První kapitola je věnována popisu celoživotního vzdělávání příslušníků Policie
ČR, od jejich prvotních vzdělávacích kurzů po jejich přijetí až po studijní doktorské
obory na vysoké škole, které jsou určeny pro déle sloužící policisty, vždy s důrazem
na jazykovou přípravu policistů.
        V druhé, navazující kapitole, popisuji problematiku resortního jazykového
vzdělávání v odborných jazykových kurzech. Tyto kurzy v jednotlivých podkapitolách
více popisuji včetně hodnocení a průběhu závěrečných zkoušek u jednotlivých
jazykových kurzů. V poslední podkapitole se zmiňuji o několika dalších populárních
jazykových kurzech, které jsou často využívány policisty, avšak nejsou v mé práci
natolik důležité.
       Druhá, praktická část mé bakalářské práce je věnována vlatnímu empirickému
průzkumu, zabývajícího se současným stavem anglického jazyka jak u nově
nastoupených policistů, tak i u déle sloužících policistů. Pomocí dotazníku jsem
zjišťovala, zda jsou resortní jazykové kurzy opravdu pro policisty prospěšné a
využitelné v praxi a zda anglický jazyk a jeho výuka má u policejní veřejnosti své
zastoupení a positivní ohlas, či naopak. Získaná data jsou vyhodnocena pomocí grafů.
       Téma, kterému jsem se ve své práci věnovala, považuji nejen za velice
zajímavé, ale také nesmírně důležité. Policie a její vzdělávání a zvyšování kvality,
resp. kvality její práce s lidmi a to i s cizinci nehovořícími českým jazykem, je
v každé vyspělé demokratické společnosti nedílnou součástí znaku její vyspělosti a
právě proto považuji současný a budoucí vývoj jazykového vzdělávání Policie ČR za
velice důležitý.




                                          73
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                                       74
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                                       75
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of the Department of education and administration of Police education of the
Czech Republic.] Praha, 2008.


Policejní prezidium ČR. „Pokyn pro výuku v jazykových kurzech anglického,
německého a francouzského jazyka a provedení standardizované jazykové
Zkoušky MV – 3.stupeň.“ Sbírka interních aktů řízení odboru vzdělávání a správy
policejního školství Ministerstva vnitra. [Police headquarters of the Czech
Republic. „Direction for the education at the language courses of the English,
German and French language and fullfilment of the accredited language
examination – Third Ministry of Interior Exam.“ Digest of internal act of leading
of the Department of education and administration of Police education of the
Czech Republic.] Praha, 2008.


Vidlák, Jiří. English for traffic and order police. Brno, 2009.


Zákon o Policii České republiky. [The Police CZ Act.] Praha, 2008.


Zákon o služebním poměru příslušníků bezpečnostních sborů. [Service
Relationship Act.] Praha, 2003.




                                        76
   Internet sources


“An encounter with the Czech Police.“ Gatesy in Prague. 27 Nov. 2008. 1 May
2009           <http://gatesyinprague.blogspot.com/2008/11/well-tonight-due-to-late-
dinner-with.html>


Eichler, Pavel. “Policie zkrátila výcvik nováčků. Nebudou připraveni, obávají se
“mazáci“. [“The Police shortened the training of novices. They won´t be prepared,
said the ”old hands“.] Idnes.cz. 12 July 2008. MF Dnes, Prague. 1 May 2009
<http://zpravy.idnes.cz/policie-zkratila-vycvik-novacku-nebudou-pripraveni-
obavaji-se-mazaci-1k4-/domaci.asp?c=A080710_131920_domaci_pei>

Ministerstvo vnitra ČR, Policejní akademie ČR. „Informace o studiu v bakalářské,
magisterské a doktorské formě studia.“ Policejní akademie ČR. [Ministry of
Interior of the Czech Republic, Police academy of the Czech Republic.
“Information about studium at the bachelor, magister and doctoral form of study.”
Police academy of the Czech Republic.] 12 Jun 2009. 5 Dec 2009.
<www.polac.cz>


Ministerstvo vnitra ČR, Vyšší policejní škola Ministerstva vnitra v Praze.
„Jazykové vzdělávání.“ Vyšší policejní škola Ministerstva vnitra v Praze.
[Ministry of Interior of the Czech Republic. Tertiary police technical school of the
Ministry of Interior in Prague. “Language education.” Tertiary police technical
school    of     the    Ministry   of   Interior   in   Prague.]   4    Jan   2010.
<http://www.skolamv.cz/category/typy-studia/jazykove-vzdelavani/>


Other Internet sources :
www.policie.cz
www.mvcr.cz
www.policista.cz




                                        77
Appendix


        A.1. – A book “English for traffic and order police” written for police officers
attending the Police language examination course in Brno. This book was written by
one of the English teachers, Mgr. Jiří Vidlák, who teaches at the Police school in
Brno.
        Chapter 16.




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