Spatial factors of curricular equality: Foreign language instruction in Czech lower secondary schools

Abstract

From an educational justice perspective, it is crucial that all students have equal access to a rich curriculum. This also applies to foreign languages, which have traditionally been considered an important part of education, especially in continental Europe. This study analyses how the spatial location of a Czech compulsory schools influences the foreign languages taught. The study is based on census data from the student register (a set of information on all Czech students), which lists for each student what languages they study. Data on students were linked with information about their schools and the municipalities they are located in. Almost all Czech students study English as a first foreign language. The analysis therefore focuses mainly on the availability and choice of further foreign languages. Although about a dozen different foreign languages are taught in Czech schools, German and Russian are dominant (not considering English), followed by Spanish and French. The languages available vary significantly depending on the region of Czechia, the size of the municipality and the type of school (comprehensive, selective). The study results provide important insights into how the spatial factors contribute to inequality of access to broad school curriculum.