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Abstract
The paper deals with Czech teachers' experiences of teaching immigrant children in Czech schools at the primary and lower secondary level. Upon introducing the theoretical context the paper presents the results of empirical research based on semi-structured interviews with teachers. The survey demonstrates teachers' attitudes to the current state of integration of immigrant children and the extent to which they are prepared for teaching this group of children. Teachers have a wide variety of opinion on different measures for improving the education of immigrants. Their attitudes towards immigrant children are largely influenced by the amount of previous experience with teaching immigrant children. An individualized teacher approach to immigrants plays an essential role in the successful integration of immigrant children in schools, as do the quality of interaction with immigrant parents, the similarity of the immigrant family culture to Czech culture and the range of measures designed to improve integration.

Introduction and Overview -- Blurring Borders at B-Club : Research, Theory, Practice -- Seeing with our Hearts -- A Pedagogy of Heart and Mind -- Shining Lights in a Globalized World -- Faces of Globalization : The Community Context -- Learning and Love -- Transculturation -- Translanguaging -- Transliteracies -- Policy, Practice, and Possibilities : Imagining Teaching and Learning for a New World -- Appendix A: B-Club Kids Survey Responses 2012-13

This article looks at the issue of teacher preparation in light of changing demographics as a direct consequence of increased immigration. It begins by describing the current context in which many new teachers will find themselves. It then moves to a review of the teacher education literature over the past two decades to ascertain how the profession conceptualizes immigrant children and the education of those who will teach them. Using this review as a foundation, the article then outlines key issues that must be taken into account when preparing teachers to work effectively with immigrant children. The article concludes with recommendations for teacher educators.

Literature examining immigrants' educational disadvantage across countries focuses generally on average differences in educational outcomes between immigrants and natives disguising thereby that immigrants are a highly heterogeneous group. The aim of this paper is to examine educational inequalities among immigrants in eight high immigration countries: Australia, Canada, Germany, New Zealand, Sweden, Switzerland, UK and USA. Results indicate that for almost all countries immigrants' educational dispersion is considerably higher than for natives. For most countries higher educational dispersion derives from very low achieving immigrants. Quantile regression results reveal that at lower percentiles language skills impact more on educational achievement than at the top of the achievement distribution. Results are presented separately for immigrants of different age cohorts, varying time of immigrants' residence in the host country and subject examined (maths and reading) highlighting thereby the different patterns found by immigrant group and achievement measure. -- Education ; educational inequalities ; immigration ; PISA ; TIMSS ; PIRLS