Abstract
The pupils with different native languages are marginalized in the environment of Czech schools. By including them in regular classes, we can make them formally participate in the educational process which, however, does not automatically mean that they can follow and fully understand it.
Nor does it mean that they are sufficiently included into the classroom and the school community. This empirical study analyzes situations that are encountered in the art education in the primary school.
The study demonstrates that even the pupils who speak fluent Czech, but Czech is not their native language, can have problems with understanding complex issues. The research findings demonstrate a linkage between a low level of pupil's understanding and concentration, and a low degree of his or her interest.
The authors are trying to find a solution how to maintain the communication dimension of the art education for pupils who do not well understand the language. A hybrid methodology combining the elements of the anchored theory and action research was used to analyze the data.
The results were used for the formulation of individual tasks by using a minimum of the word-expressed instructions that provided the pupils with enough space for self-expression and creative participation. The authors sought to bring evidence of the importance of using a specific approach to instruct the pupils with a different native language. From the pedagogical point of view, the issue was put in the context of the inclusive education and formulated the concept of well-being applicable in the field of didactics.