T\u0159etina genetick\u00e9ho vlivu na schopnost u\u010dit se ciz\u00ed jazyk je zcela nez\u00e1visl\u00e1 na inteligenci. P\u0159esto \u010cesko stav\u00ed jazykov\u00e9 po\u017eadavky jako absolutn\u00ed br\u00e1nu ke vzd\u011bl\u00e1n\u00ed na v\u0161ech \u00farovn\u00edch\u00a0\u2014 od z\u00e1kladn\u00ed \u0161koly po univerzitu.<\/p>\n
Student \u201eAdam\u201c na Univerzit\u011b J. E. Purkyn\u011b v\u00a0\u00dast\u00ed nad Labem zvl\u00e1dal technicky zam\u011b\u0159en\u00fd obor bez v\u011bt\u0161\u00edch probl\u00e9m\u016f. Ve t\u0159et\u00edm ro\u010dn\u00edku narazil na povinnou zkou\u0161ku z\u00a0ciz\u00edho jazyka. Po n\u011bkolika ne\u00fasp\u011b\u0161n\u00fdch pokusech bylo z\u0159ejm\u00e9, \u017ee zkou\u0161ku neslo\u017e\u00ed. Teprve pot\u00e9 odhalila specifick\u00e1 diagnostika, \u017ee jeho chyby maj\u00ed charakter typick\u00fd pro specifick\u00e9 poruchy u\u010den\u00ed. Poradensk\u00e9 centrum UJEP tento p\u0159\u00edpad uv\u00e1d\u00ed jako ilustraci \u0161ir\u0161\u00edho probl\u00e9mu: studenti se zv\u00fd\u0161en\u00fdmi pot\u0159ebami podpory nar\u00e1\u017eej\u00ed nej\u010dast\u011bji pr\u00e1v\u011b na ciz\u00ed jazyk, nikoli na odborn\u00e9 p\u0159edm\u011bty sv\u00e9ho oboru. [1]<\/p>\n
Adam nen\u00ed ojedin\u011bl\u00fd p\u0159\u00edpad. Je projevem syst\u00e9mu, kter\u00fd zach\u00e1z\u00ed s\u00a0jazykovou kompetenc\u00ed jako s\u00a0univerz\u00e1ln\u00ed dovednost\u00ed, kterou mus\u00ed prok\u00e1zat ka\u017ed\u00fd vzd\u011blan\u00fd \u010dlov\u011bk. Neurov\u011bdn\u00ed v\u00fdzkum posledn\u00edch dvou desetilet\u00ed p\u0159itom ukazuje n\u011bco z\u00e1sadn\u011b odli\u0161n\u00e9ho: schopnost u\u010dit se ciz\u00ed jazyky je z\u00a0velk\u00e9 \u010d\u00e1sti geneticky podm\u00edn\u011bn\u00e1, od obecn\u00e9 inteligence odd\u011bliteln\u00e1 a\u00a0ur\u010dovan\u00e1 stavbou mozku, kterou jedinec nem\u016f\u017ee ovlivnit. \u010clov\u011bk s\u00a0IQ 130\u00a0a\u00a0slabou fonologickou pam\u011bt\u00ed m\u016f\u017ee opakovan\u011b selh\u00e1vat v\u00a0jazyc\u00edch, zat\u00edmco lingvistick\u00fd savant s\u00a0IQ pod 60\u00a0komunikuje v\u00a0patn\u00e1cti a\u017e dvaceti jazyc\u00edch.<\/p>\n
Ot\u00e1zka, kterou \u010desk\u00fd vzd\u011bl\u00e1vac\u00ed syst\u00e9m dosud nepolo\u017eil, zn\u00ed: kolik budouc\u00edch \u0161pi\u010dkov\u00fdch v\u011bdc\u016f, in\u017een\u00fdr\u016f a\u00a0program\u00e1tor\u016f odfiltrujeme jazykov\u00fdm s\u00edtem, ani\u017e bychom to m\u011b\u0159ili?<\/p>\n
Jazykov\u00fd talent nen\u00ed inteligence<\/p>\n
Vztah mezi inteligenc\u00ed a\u00a0schopnost\u00ed u\u010dit se jazyky je jedn\u00edm z\u00a0nejl\u00e9pe prozkouman\u00fdch rozpor\u016f kognitivn\u00ed psychologie. Kl\u00ed\u010dovou studii provedl Fred Genesee na McGillov\u011b univerzit\u011b u\u017e v\u00a0roce 1976: u\u00a0anglofonn\u00edch \u017e\u00e1k\u016f ve francouzsk\u00fdch imerzn\u00edch programech korelovalo IQ se \u010dten\u00edm a\u00a0p\u00edsemn\u00fdm testem, ale nekorelovalo s\u00a0porozum\u011bn\u00edm poslechu ani s\u00a0mezilidskou komunikac\u00ed. [2] \u017d\u00e1ci s\u00a0podpr\u016fm\u011brn\u00fdm IQ v\u00a0imerzn\u00edm prost\u0159ed\u00ed komunikovali stejn\u011b \u00fa\u010dinn\u011b jako \u017e\u00e1ci s\u00a0nadpr\u016fm\u011brn\u00fdm IQ. Toto zji\u0161t\u011bn\u00ed platilo nap\u0159\u00ed\u010d v\u0161emi ro\u010dn\u00edky a\u00a0typy program\u016f.<\/p>\n
Metaanal\u00fdza Shaofeng Li (2016) zahrnuj\u00edc\u00ed 66\u00a0studi\u00ed stanovila korelaci mezi jazykovou aptitudou m\u011b\u0159enou hybridn\u00edmi testy a\u00a0inteligenc\u00ed na r = 0,50. [3] To znamen\u00e1, \u017ee IQ vysv\u011btluje p\u0159ibli\u017en\u011b 25\u00a0% rozptylu v\u00a0jazykov\u00e9 aptitud\u011b\u00a0\u2014 zb\u00fdvaj\u00edc\u00edch 75\u00a0% je na inteligenci nez\u00e1visl\u00fdch. Pro test MLAT (Modern Language Aptitude Test) je korelace vy\u0161\u0161\u00ed, r = 0,64, ale st\u00e1le zdaleka ne toto\u017en\u00e1.<\/p>\n
Neurov\u011bdn\u00ed v\u00fdzkum tuto disociaci potvrzuje na \u00farovni mozkov\u00e9 stavby. Evelina Fedorenko z\u00a0MIT identifikovala dom\u00e9nov\u011b specifickou \u010deln\u011b-sp\u00e1nkovou jazykovou s\u00ed\u0165, kter\u00e1 je odd\u011blen\u00e1 od dom\u00e9nov\u011b obecn\u00e9 \u010deln\u011b-temenn\u00ed s\u00edt\u011b odpov\u011bdn\u00e9 za matematiku, logiku a\u00a0pracovn\u00ed pam\u011b\u0165. [4] Tyto s\u00edt\u011b se vz\u00e1jemn\u011b neaktivuj\u00ed. Pacienti s\u00a0Williamsov\u00fdm syndromem vykazuj\u00ed n\u00edzk\u00e9 IQ, ale zachovan\u00e9 jazykov\u00e9 schopnosti; pacienti se specifickou jazykovou poruchou maj\u00ed norm\u00e1ln\u00ed IQ, ale naru\u0161en\u00fd jazyk. Jde o\u00a0takzvanou dvojitou disociaci\u00a0\u2014 nejsiln\u011bj\u0161\u00ed d\u016fkaz, jak\u00fd neurov\u011bda nab\u00edz\u00ed pro odd\u011blitelnost dvou pozn\u00e1vac\u00edch syst\u00e9m\u016f.<\/p>\n
Nejdramati\u010dt\u011bj\u0161\u00ed ilustrac\u00ed je p\u0159\u00edpad \u201eChristophera\u201c\u00a0\u2014 lingvistick\u00e9ho savanta studovan\u00e9ho Neilem Smithem a\u00a0Ianthi-Mariou Tsimpli na University College London. P\u0159i neverb\u00e1ln\u00edm IQ v\u00a0p\u00e1smu 40\u201360 (\u00farove\u0148 nazna\u010duj\u00edc\u00ed \u201enevzd\u011blavatelnost\u201c v\u00a0klasick\u00fdch testech) komunikoval Christopher v\u00a0patn\u00e1cti a\u017e dvaceti jazyc\u00edch. [5] Nedok\u00e1zal se o\u00a0sebe postarat v\u00a0b\u011b\u017en\u00e9m \u017eivot\u011b, ale p\u0159ekl\u00e1dal mezi \u0159adou typologicky odli\u0161n\u00fdch jazyk\u016f. P\u0159itom jeho jazykov\u00e1 schopnost v\u00a0angli\u010dtin\u011b indikovala IQ p\u0159es 120.\u00a0Jeho p\u0159\u00edpad p\u0159edstavuje dramatickou dvojitou disociaci: jazykov\u00e1 schopnost m\u016f\u017ee existovat t\u00e9m\u011b\u0159 nez\u00e1visle na obecn\u00e9 inteligenci.<\/p>\n
Mozky polyglot\u016f pracuj\u00ed \u00fa\u010dinn\u011bji, ne intenzivn\u011bji<\/p>\n
Rozhoduj\u00edc\u00ed pr\u016flom v\u00a0porozum\u011bn\u00ed jazykov\u00e9mu talentu p\u0159inesly studie funk\u010dn\u00ed magnetick\u00e9 rezonance z\u00a0projektu EvLab p\u0159i MIT a\u00a0Harvardu. Jouravlev, Mineroff, Blank a\u00a0Fedorenko (2021) sn\u00edmkovali 17\u00a0polyglot\u016f\u00a0\u2014 z\u00a0toho dev\u011bt hyperpolyglot\u016f ovl\u00e1daj\u00edc\u00edch 10\u00a0a\u017e 55\u00a0jazyk\u016f\u00a0\u2014 a\u00a0srovnali je s\u00a0217\u00a0kontroln\u00edmi subjekty. [6] V\u00fdsledek byl p\u0159ekvapiv\u00fd: polygloti vykazovali men\u0161\u00ed a\u00a0m\u00e9n\u011b rozs\u00e1hlou aktivaci jazykov\u00e9 s\u00edt\u011b p\u0159i zpracov\u00e1n\u00ed mate\u0159sk\u00e9ho jazyka. Jejich mozek pracoval \u00fa\u010dinn\u011bji, s\u00a0ni\u017e\u0161\u00edmi \u201en\u00e1klady\u201c nervov\u00e9 aktivity na jednotku jazykov\u00e9ho zpracov\u00e1n\u00ed. Tento rozd\u00edl byl funk\u010dn\u011b selektivn\u00ed\u00a0\u2014 projevoval se v\u00fdhradn\u011b v\u00a0jazykov\u00e9 s\u00edti, nikoli v\u00a0s\u00edti pro pozn\u00e1vac\u00ed kontrolu ani v\u00a0klidov\u00e9 s\u00edti.<\/p>\n
Navazuj\u00edc\u00ed studie Malik-Moraleda a\u00a0kol. (2024) s\u00a034\u00a0polygloty uk\u00e1zala, \u017ee aktivita jazykov\u00e9 s\u00edt\u011b roste s\u00a0\u00farovn\u00ed ovl\u00e1d\u00e1n\u00ed dan\u00e9ho jazyka, s\u00a0jednou v\u00fdjimkou: mate\u0159sk\u00fd jazyk vyvol\u00e1val p\u0159ibli\u017en\u011b o\u00a025\u00a0% ni\u017e\u0161\u00ed aktivaci ne\u017e ostatn\u00ed dob\u0159e zvl\u00e1dnut\u00e9 jazyky. [7] To nazna\u010duje nejvy\u0161\u0161\u00ed pozn\u00e1vac\u00ed \u00fa\u010dinnost pro jazyk osvojen\u00fd nejd\u0159\u00edve.<\/p>\n
Stavebn\u00ed zm\u011bny mozku zdokumentovala pr\u016fkopnick\u00e1 studie Mechelli a\u00a0kol. (2004) v\u00a0\u010dasopise Nature: u\u010den\u00ed druh\u00e9ho jazyka zvy\u0161uje hustotu \u0161ed\u00e9 hmoty v\u00a0lev\u00e9m doln\u00edm temenn\u00edm k\u016frov\u00e9m poli, p\u0159i\u010dem\u017e m\u00edra p\u0159estavby z\u00e1vis\u00ed na dosa\u017een\u00e9 \u00farovni a\u00a0v\u011bku za\u010d\u00e1tku u\u010den\u00ed. [8] Kl\u00ed\u010dovou roli hraje b\u00edl\u00e1 hmota, zejm\u00e9na obloukovit\u00fd svazek (arcuate fasciculus) spojuj\u00edc\u00ed Brocovo a\u00a0Wernickeovo centrum. L\u00f3pez-Barroso a\u00a0kol. (2013) v\u00a0\u010dasopise PNAS prok\u00e1zali, \u017ee u\u010den\u00ed nov\u00fdch slov je zprost\u0159edkov\u00e1no lev\u00fdm obloukovit\u00fdm svazkem a\u00a0\u017ee individu\u00e1ln\u00ed rozd\u00edly v\u00a0jeho mikrostruktur\u00e1ln\u00ed celistvosti vysv\u011btluj\u00ed rozd\u00edly ve schopnosti u\u010dit se nov\u00e1 slova. [9]<\/p>\n
Pracovn\u00ed pam\u011b\u0165 p\u0159edstavuje dal\u0161\u00ed z\u00e1sadn\u00ed \u010dinitel. Metaanal\u00fdza Linck a\u00a0kol. (2014, Psychonomic Bulletin & Review) zahrnuj\u00edc\u00ed 79\u00a0vzork\u016f a\u00a03\u00a0707\u00a0\u00fa\u010dastn\u00edk\u016f zjistila spolehlivou kladnou souvislost mezi pracovn\u00ed pam\u011bt\u00ed a\u00a0v\u00fdsledky v\u00a0druh\u00e9m jazyce (\u03c1 = 0,255). [10] Pracovn\u00ed pam\u011b\u0165 je p\u0159itom z\u00a0velk\u00e9 \u010d\u00e1sti d\u011bdi\u010dn\u00e1 a\u00a0jej\u00ed kapacita se mezi jedinci v\u00fdrazn\u011b li\u0161\u00ed\u00a0\u2014 nez\u00e1visle na IQ.<\/p>\n
Geny, kter\u00e9 testy inteligence nem\u011b\u0159\u00ed<\/p>\n
Genetick\u00fd v\u00fdzkum jazykov\u00fdch schopnost\u00ed odstartoval objev genu FOXP2\u00a0u\u00a0rodiny KE. Lai, Fisher, Hurst, Vargha-Khadem a\u00a0Monaco (2001) identifikovali v\u00a0\u010dasopise Nature bodovou mutaci v\u00a0genu FOXP2\u00a0na chromozomu 7q31, kter\u00e1 se dokonale shodovala se v\u0161emi patn\u00e1cti posti\u017een\u00fdmi \u010dleny t\u0159\u00edgenera\u010dn\u00ed rodiny trp\u00edc\u00edmi z\u00e1va\u017enou poruchou \u0159e\u010di a\u00a0jazyka. [11] Enard a\u00a0kol. (2002) n\u00e1sledn\u011b prok\u00e1zali, \u017ee lidsk\u00fd protein FOXP2\u00a0se na dvou aminokyselinov\u00fdch pozic\u00edch li\u0161\u00ed od \u0161impanz\u00edho a\u00a0\u017ee tyto zm\u011bny byly p\u0159edm\u011btem kladn\u00e9 selekce b\u011bhem posledn\u00edch p\u0159ibli\u017en\u011b 200\u00a0000\u00a0let lidsk\u00e9 evoluce. [12]<\/p>\n
Gen CNTNAP2\u00a0na chromozomu 7q35\u00a0je p\u0159\u00edm\u00fdm regula\u010dn\u00edm c\u00edlem FOXP2.\u00a0Vernes a\u00a0kol. (2008) v\u00a0\u010dasopise New England Journal of Medicine prok\u00e1zali, \u017ee FOXP2\u00a0se v\u00e1\u017ee na CNTNAP2\u00a0a\u00a0dramaticky sni\u017euje jeho expresi a\u00a0\u017ee mnoho\u010detn\u00e9 z\u00e1m\u011bny v\u00a0CNTNAP2\u00a0jsou spojeny se specifickou jazykovou poruchou. [13] Whitehouse a\u00a0kol. (2011) potvrdili, \u017ee varianty CNTNAP2\u00a0ovliv\u0148uj\u00ed ran\u00fd jazykov\u00fd v\u00fdvoj u\u00a01\u00a0149\u00a0d\u011bt\u00ed z\u00a0obecn\u00e9 populace. [14] Dal\u0161\u00edmi v\u00fdznamn\u00fdmi geny jsou KIAA0319\u00a0a\u00a0DCDC2 (nervov\u00e1 migrace, \u010dten\u00ed) a\u00a0CMIP a\u00a0ATP2C2 (fonologick\u00e1 kr\u00e1tkodob\u00e1 pam\u011b\u0165). [15] [16]<\/p>\n
Dvoj\u010dec\u00ed studie poskytuj\u00ed nejsiln\u011bj\u0161\u00ed d\u016fkazy o\u00a0d\u011bdi\u010dnosti jazykov\u00fdch schopnost\u00ed. Rimfeld, Dale a\u00a0Plomin (2015) analyzovali v\u00a0Translational Psychiatry 6\u00a0263\u00a0p\u00e1r\u016f dvoj\u010dat a\u00a0zjistili d\u011bdi\u010dnost 53\u201362\u00a0% pro r\u016fzn\u00e9 druh\u00e9 jazyky. [17] Z\u00e1sadn\u00ed je rozlo\u017een\u00ed genetick\u00e9ho vlivu: t\u0159etina je sd\u00edlen\u00e1 s\u00a0inteligenc\u00ed, t\u0159etina s\u00a0mate\u0159sk\u00fdm jazykem nez\u00e1visle na inteligenci a\u00a0t\u0159etina je zcela unik\u00e1tn\u00ed pro u\u010den\u00ed druh\u00e9ho jazyka. Dale, Harlaar, Haworth a\u00a0Plomin (2010) zjistili v\u00a0d\u0159\u00edv\u011bj\u0161\u00ed studii d\u011bdi\u010dnost 0,67\u00a0u\u00a0604\u00a0p\u00e1r\u016f dvoj\u010dat. [18] Nejv\u011bt\u0161\u00ed celogenomov\u00e1 asocia\u010dn\u00ed studie jazykov\u00fdch schopnost\u00ed (Eising a\u00a0kol., 2022, PNAS) odhadla d\u011bdi\u010dnost na \u00farovni jednonukleotidov\u00fdch z\u00e1m\u011bn na 13\u201326\u00a0% a\u00a0nalezla molekul\u00e1rn\u00ed vazby na nervovou stavbu jazykov\u00fdch oblast\u00ed mozku. [19]<\/p>\n
Jin\u00fdmi slovy: existuj\u00ed specifick\u00e9 geny pro schopnost u\u010dit se ciz\u00ed jazyk, kter\u00e9 s\u00a0IQ v\u016fbec nesouvisej\u00ed. Student m\u016f\u017ee zd\u011bdit v\u00fdjime\u010dn\u00e9 prostorov\u00e9 my\u0161len\u00ed, analytick\u00e9 schopnosti a\u00a0pracovn\u00ed pam\u011b\u0165 pro matematiku\u00a0\u2014 a\u00a0z\u00e1rove\u0148 zd\u011bdit slabou fonologickou pam\u011b\u0165, n\u00edzkou schopnost fonematick\u00e9ho k\u00f3dov\u00e1n\u00ed a\u00a0nep\u0159\u00edzniv\u00e9 varianty gen\u016f CNTNAP2\u00a0nebo CMIP.<\/p>\n
Pe\u010dlivost a\u00a0analytick\u00e9 my\u0161len\u00ed jako brzda<\/p>\n
Zd\u00e1nliv\u011b protismysln\u011b mohou b\u00fdt pr\u00e1v\u011b vlastnosti typick\u00e9 pro vysoce inteligentn\u00ed jedince\u00a0\u2014 pe\u010dlivost a\u00a0analytick\u00e9 my\u0161len\u00ed\u00a0\u2014 aktivn\u00ed p\u0159ek\u00e1\u017ekou v\u00a0dosa\u017een\u00ed jazykov\u00e9 plynulosti.<\/p>\n
Ullman\u016fv deklarativn\u00ed\/procedur\u00e1ln\u00ed model (2001, Nature Reviews Neuroscience) vysv\u011btluje pro\u010d. Ment\u00e1ln\u00ed slovn\u00edk z\u00e1vis\u00ed na deklarativn\u00ed pam\u011bti (sp\u00e1nkov\u00fd lalok), zat\u00edmco ment\u00e1ln\u00ed gramatika z\u00e1vis\u00ed na procedur\u00e1ln\u00ed pam\u011bti (\u010deln\u00ed k\u016fra, baz\u00e1ln\u00ed ganglia). [20] P\u0159i u\u010den\u00ed druh\u00e9ho jazyka se dosp\u011bl\u00ed zpo\u010d\u00e1tku op\u00edraj\u00ed v\u00edce o\u00a0deklarativn\u00ed pam\u011b\u0165\u00a0\u2014 v\u011bdom\u00e9, pravidlov\u00e9 u\u010den\u00ed. Plynulost v\u0161ak vy\u017eaduje p\u0159echod k\u00a0procedur\u00e1ln\u00edmu syst\u00e9mu. Vysoce inteligentn\u00ed jedinci mohou vynikat v\u00a0deklarativn\u00ed f\u00e1zi (memorov\u00e1n\u00ed pravidel), ale \u201euv\u00e1znout\u201c v\u00a0n\u00ed a\u00a0nikdy nedos\u00e1hnout automatick\u00e9 plynulosti.<\/p>\n
Gregersen a\u00a0Horwitz (2002, Modern Language Journal) zjistili, \u017ee \u00fazkostn\u00ed jazykov\u00ed studenti vykazuj\u00ed v\u00fdznamn\u011b v\u00edce pe\u010dlivostn\u00edch rys\u016f\u00a0\u2014 vy\u0161\u0161\u00ed osobn\u00ed m\u011b\u0159\u00edtka, v\u00edce odkl\u00e1d\u00e1n\u00ed, v\u011bt\u0161\u00ed strach z\u00a0hodnocen\u00ed a\u00a0v\u011bt\u0161\u00ed obavy z\u00a0chyb. [21] Flett a\u00a0kol. (2016) navrhli mnohostrann\u00fd model pe\u010dlivosti v\u00a0jazykov\u00e9 \u00fazkosti: nep\u0159izp\u016fsobiv\u00e1 pe\u010dlivost (nerealistick\u00e1 m\u011b\u0159\u00edtka spojen\u00e1 se strachem ze selh\u00e1n\u00ed) vytv\u00e1\u0159\u00ed bludn\u00fd kruh\u00a0\u2014 strach z\u00a0chyb vede k\u00a0vyh\u00fdb\u00e1n\u00ed se mluven\u00ed, to k\u00a0m\u00e9n\u011b praxe a\u00a0ta k\u00a0pomalej\u0161\u00edmu u\u010den\u00ed. [22] Inteligentn\u00ed jedinci s\u00a0vysok\u00fdmi m\u011b\u0159\u00edtky jsou k\u00a0tomuto kruhu n\u00e1chyln\u011bj\u0161\u00ed.<\/p>\n
Guiora a\u00a0kol. (1972, 1980) p\u0159edstavili koncept propustnosti jazykov\u00e9ho j\u00e1 (ego-permeability). [23] M\u00edra, do jak\u00e9 je jedinec schopen \u201epropustit\u201c svou identitu mate\u0159sk\u00e9ho jazyka a\u00a0p\u0159ijmout novou jazykovou identitu, koreluje s\u00a0lep\u0161\u00ed v\u00fdslovnost\u00ed a\u00a0ochotou osvojit si nov\u00fd zvukov\u00fd syst\u00e9m. Guiorovy pokusy dokonce prok\u00e1zaly, \u017ee alkohol a\u00a0Valium zlep\u0161ily v\u00fdslovnost v\u00a0druh\u00e9m jazyce\u00a0\u2014 interpretov\u00e1no jako sn\u00ed\u017een\u00ed obrann\u00fdch mechanism\u016f j\u00e1. Vysoce inteligentn\u00ed, analyticky zalo\u017een\u00ed lid\u00e9 mohou m\u00edt \u201etlust\u00e9 hranice j\u00e1\u201c, kter\u00e9 je \u010din\u00ed odoln\u00fdmi v\u016f\u010di \u201ezn\u011bn\u00ed hloup\u011b\u201c v\u00a0nov\u00e9m jazyce.<\/p>\n
V\u00edcejazy\u010dnost je norma, jednojazy\u010dnost v\u00fdjimka<\/p>\n
P\u0159ibli\u017en\u011b 60\u00a0% sv\u011btov\u00e9 populace pou\u017e\u00edv\u00e1 v\u00a0ka\u017edodenn\u00edm \u017eivot\u011b dva nebo v\u00edce jazyk\u016f. Podle dostupn\u00fdch odhad\u016f je zhruba 40\u00a0% lid\u00ed jednojazy\u010dn\u00fdch, 43\u00a0% dvojjazy\u010dn\u00fdch, 13\u00a0% trojjazy\u010dn\u00fdch a\u00a0kolem 3\u00a0% mluv\u00ed \u010dty\u0159mi a\u00a0v\u00edce jazyky.<\/p>\n
V Evrop\u011b podle Eurobarometru 540\u00a0(2024, 26\u00a0523\u00a0respondent\u016f ve 27\u00a0\u010dlensk\u00fdch st\u00e1tech EU) dok\u00e1\u017ee 59\u00a0% Evropan\u016f konverzovat alespo\u0148 v\u00a0jednom ciz\u00edm jazyce, 28\u00a0% ve dvou a\u00a011\u00a0% ve t\u0159ech a\u00a0v\u00edce. [24] Mezi mlad\u00fdmi Evropany (15\u201324\u00a0let) je to 79\u00a0% pro jeden ciz\u00ed jazyk. Nejjazykov\u011bj\u0161\u00edmi zem\u011bmi EU jsou Lucembursko, Nizozemsko, \u0160v\u00e9dsko a\u00a0Loty\u0161sko (p\u0159es 95\u00a0%), nejm\u00e9n\u011b jazykov\u011b zdatn\u00e9 jsou Ma\u010farsko, Rumunsko a\u00a0Polsko (pod 40\u00a0%).<\/p>\n
V Africe je mnohojazy\u010dnost normou\u00a0\u2014 odhaduje se, \u017ee 50\u00a0% populace je mnohojazy\u010dn\u00fdch, p\u0159i\u010dem\u017e mnoz\u00ed jednotlivci mluv\u00ed t\u0159emi a\u017e p\u011bti jazyky. V\u00a0USA je naopak p\u0159ibli\u017en\u011b 75\u00a0% obyvatel jednojazy\u010dn\u00fdch. Na sv\u011bt\u011b existuje podle datab\u00e1ze Ethnologue (28.\u00a0vyd\u00e1n\u00ed, 2025) p\u0159ibli\u017en\u011b 7\u00a0168\u00a0\u017eiv\u00fdch jazyk\u016f, z\u00a0nich\u017e je 44\u00a0% ohro\u017een\u00fdch. [25]<\/p>\n
Studie Hartshorne, Tenenbaum a\u00a0Pinker (2018, Cognition) s\u00a0669\u00a0498\u00a0\u00fa\u010dastn\u00edky\u00a0\u2014 dosud nejv\u011bt\u0161\u00ed studie sv\u00e9ho druhu\u00a0\u2014 p\u0159inesla z\u00e1sadn\u00ed revizi hypot\u00e9zy citliv\u00e9ho obdob\u00ed: schopnost u\u010dit se jazyk z\u016fst\u00e1v\u00e1 vysok\u00e1 a\u017e do v\u011bku 17\u201318\u00a0let, mnohem d\u00e9le, ne\u017e p\u0159edpokl\u00e1dal Lenneberg v\u00a060.\u00a0letech. [26] Pro dosa\u017een\u00ed rodil\u00e9 \u00farovn\u011b gramatiky je v\u0161ak t\u0159eba za\u010d\u00edt p\u0159ibli\u017en\u011b do deseti let v\u011bku. Po 17\u201318\u00a0letech doch\u00e1z\u00ed k\u00a0v\u00fdrazn\u00e9mu poklesu, p\u0159i\u010dem\u017e nen\u00ed jasn\u00e9, zda p\u0159\u00ed\u010dina je biologick\u00e1, nebo spole\u010densk\u00e1.<\/p>\n
Kask\u00e1da jazykov\u00fdch po\u017eadavk\u016f v\u00a0\u010desk\u00e9m \u0161kolstv\u00ed<\/p>\n
\u010cesk\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed klade jazykov\u00e9 po\u017eadavky na ka\u017ed\u00e9m kroku. Na z\u00e1kladn\u00ed \u0161kole je prvn\u00ed ciz\u00ed jazyk povinn\u00fd od 3.\u00a0ro\u010dn\u00edku (c\u00edlov\u00e1 \u00farove\u0148 A2), druh\u00fd ciz\u00ed jazyk p\u0159ibyl od \u0161koln\u00edho roku 2013\/2014\u00a0nejpozd\u011bji od 8.\u00a0ro\u010dn\u00edku (\u00farove\u0148 A1). [27] \u010cesk\u00e1 \u0161koln\u00ed inspekce v\u00a0roce 2023\u00a0konstatovala, \u017ee p\u0159ibli\u017en\u011b 60\u00a0% u\u010ditel\u016f ciz\u00edch jazyk\u016f na Z\u0160 by souhlasilo se zru\u0161en\u00edm povinn\u00e9ho druh\u00e9ho ciz\u00edho jazyka a\u00a0m\u00e9n\u011b ne\u017e polovina \u017e\u00e1k\u016f by si jej zvolila dobrovoln\u011b. [28]<\/p>\n
Nov\u00fd R\u00e1mcov\u00fd vzd\u011bl\u00e1vac\u00ed program pro z\u00e1kladn\u00ed vzd\u011bl\u00e1v\u00e1n\u00ed schv\u00e1len\u00fd koncem roku 2024\u00a0tuto z\u00e1t\u011b\u017e d\u00e1le zvy\u0161uje: angli\u010dtina bude povinn\u00e1 od 1.\u00a0t\u0159\u00eddy s\u00a0c\u00edlovou \u00farovn\u00ed B1, druh\u00fd jazyk se posune do 7.\u00a0ro\u010dn\u00edku. [29]<\/p>\n
Na st\u0159edn\u00ed \u0161kole maturitn\u00ed zkou\u0161ka z\u00a0ciz\u00edho jazyka nen\u00ed absolutn\u011b povinn\u00e1\u00a0\u2014 student si jako druh\u00fd p\u0159edm\u011bt spole\u010dn\u00e9 \u010d\u00e1sti m\u016f\u017ee zvolit matematiku m\u00edsto ciz\u00edho jazyka. V\u00a0praxi v\u0161ak p\u0159ibli\u017en\u011b 79\u00a0% maturant\u016f vol\u00ed angli\u010dtinu. [30] Didaktick\u00fd test z\u00a0angli\u010dtiny odpov\u00edd\u00e1 \u00farovni B1, trv\u00e1 110\u00a0minut a\u00a0hranice \u00fasp\u011b\u0161nosti \u010din\u00ed 44\u00a0%. [31]<\/p>\n
Na vysok\u00fdch \u0161kol\u00e1ch neexistuje celost\u00e1tn\u00ed z\u00e1konn\u00fd po\u017eadavek, ale ve skute\u010dnosti je ciz\u00ed jazyk (typicky angli\u010dtina na \u00farovni B1\u2013B2) povinnou sou\u010d\u00e1st\u00ed studijn\u00edch pl\u00e1n\u016f na naprost\u00e9 v\u011bt\u0161in\u011b fakult a\u00a0podm\u00ednkou pro p\u0159ipu\u0161t\u011bn\u00ed ke st\u00e1tn\u00ed z\u00e1v\u011bre\u010dn\u00e9 zkou\u0161ce. [32]<\/p>\n
Ne\u00fasp\u011b\u0161nost u\u00a0maturitn\u00edho didaktick\u00e9ho testu z\u00a0angli\u010dtiny je celkov\u011b relativn\u011b p\u0159\u00edzniv\u00e1\u00a0\u2014 3,5\u00a0% v\u00a0jarn\u00edm term\u00ednu 2025 (p\u0159ibli\u017en\u011b 2\u00a0100\u00a0student\u016f z\u00a060\u00a0800\u00a0konaj\u00edc\u00edch). [30] Je v\u0161ak t\u0159eba rozli\u0161ovat celkovou ne\u00fasp\u011b\u0161nost u\u00a0angli\u010dtiny od celkov\u00e9 ne\u00fasp\u011b\u0161nosti u\u00a0st\u00e1tn\u00ed maturity jako celku, kde jsou rozd\u00edly mezi typy \u0161kol propastn\u00e9: gymn\u00e1zia vykazuj\u00ed 1\u20132\u00a0%, st\u0159edn\u00ed odborn\u00e1 u\u010dili\u0161t\u011b 24\u00a0% a\u00a0n\u00e1stavbov\u00e9 studium 37\u00a0%. [33] U\u00a0n\u011bm\u010diny \u010din\u00ed ne\u00fasp\u011b\u0161nost u\u00a0didaktick\u00e9ho testu 22\u00a0%, p\u0159i\u010dem\u017e na odborn\u00fdch \u0161kol\u00e1ch p\u0159esahuje 40\u00a0%. [33] Pr\u00e1v\u011b technicky orientovan\u00ed studenti odborn\u00fdch \u0161kol jsou jazykov\u00fdmi po\u017eadavky zasa\u017eeni nepom\u011brn\u011b.<\/p>\n
Syst\u00e9m uzp\u016fsoben\u00ed existuje, ale neosvobozuje<\/p>\n
Syst\u00e9m uzp\u016fsoben\u00ed podm\u00ednek maturitn\u00ed zkou\u0161ky (PUP MZ) nab\u00edz\u00ed student\u016fm se specifick\u00fdmi poruchami u\u010den\u00ed t\u0159i \u00farovn\u011b podpory: od pouh\u00e9ho nav\u00fd\u0161en\u00ed \u010dasu o\u00a025\u00a0% (skupina 1) p\u0159es form\u00e1ln\u00ed \u00fapravy testu a\u00a050\u00a0% nav\u00edc (skupina 2) a\u017e po obsahov\u00e9 \u00fapravy a\u00a0zdvojn\u00e1soben\u00ed \u010dasu (skupina 3). [34]<\/p>\n
Z\u00e1sadn\u00ed je v\u0161ak to, co PUP MZ neumo\u017e\u0148uje: prominut\u00ed zkou\u0161ky nebo vynech\u00e1n\u00ed obsahu. CERMAT v\u00fdslovn\u011b uv\u00e1d\u00ed, \u017ee p\u0159iznan\u00e9 uzp\u016fsoben\u00ed podm\u00ednek v\u00a0\u017e\u00e1dn\u00e9m p\u0159\u00edpad\u011b nezahrnuje prominut\u00ed n\u011bkter\u00fdch \u00faloh, uleh\u010den\u00ed zkou\u0161ek nebo vynech\u00e1n\u00ed ur\u010dit\u00e9ho obsahu. [34] Odborn\u00edci a\u00a0rodi\u010de pova\u017euj\u00ed skupinu 1\u00a0za nedostate\u010dnou\u00a0\u2014 n\u011bkte\u0159\u00ed \u017e\u00e1ci kv\u016fli tomu u\u00a0maturity neusp\u011bj\u00ed a\u00a0p\u0159\u00edli\u0161 pozd\u011b zjist\u00ed, \u017ee pot\u0159ebovali vy\u0161\u0161\u00ed m\u00edru uzp\u016fsoben\u00ed. [35]<\/p>\n
Na z\u00e1kladn\u00ed \u0161kole je situace zd\u00e1nliv\u011b protismysln\u011b pru\u017en\u011bj\u0161\u00ed: v\u00a0r\u00e1mci individu\u00e1ln\u00edho vzd\u011bl\u00e1vac\u00edho pl\u00e1nu lze druh\u00fd ciz\u00ed jazyk nahradit jinou podporou. [36] U\u00a0maturity a\u00a0na vysok\u00e9 \u0161kole tato mo\u017enost neexistuje.<\/p>\n
Co d\u011blaj\u00ed jin\u00e9 zem\u011b<\/p>\n
Mezin\u00e1rodn\u00ed srovn\u00e1n\u00ed ukazuje \u0161irok\u00e9 spektrum p\u0159\u00edstup\u016f.<\/p>\n
Velk\u00e1 Brit\u00e1nie p\u0159edstavuje nejsvobodn\u011bj\u0161\u00ed model: ciz\u00ed jazyk je povinn\u00fd pouze do 14\u00a0let, na GCSE (16\u00a0let) je voliteln\u00fd a\u00a0\u017e\u00e1dn\u00e1 britsk\u00e1 univerzita nevy\u017eaduje ciz\u00ed jazyk pro p\u0159ijet\u00ed. [37] Jen asi 45\u00a0% \u017e\u00e1k\u016f vol\u00ed jazyk na GCSE. UCL bylo historicky jedinou univerzitou s\u00a0jazykov\u00fdm gradua\u010dn\u00edm po\u017eadavkem, ale v\u00a0roce 2021\u00a0jej pozastavilo. [38]<\/p>\n
USA nab\u00edz\u00ed nejrozvinut\u011bj\u0161\u00ed syst\u00e9m n\u00e1hrad pro studenty s\u00a0poruchami u\u010den\u00ed. Feder\u00e1ln\u00ed z\u00e1kony ADA a\u00a0Section 504\u00a0vy\u017eaduj\u00ed p\u0159im\u011b\u0159en\u00e9 \u00fapravy. Univerzity jako Columbia, University of Washington nebo University of Georgia umo\u017e\u0148uj\u00ed student\u016fm s\u00a0dolo\u017eenou poruchou u\u010den\u00ed splnit jazykov\u00fd po\u017eadavek n\u00e1hradn\u00edmi kurzy\u00a0\u2014 lingvistikou, ciz\u00ed kulturou nebo mezin\u00e1rodn\u00edmi studii. [39] [40] [41] Student mus\u00ed st\u00e1le splnit stejn\u00fd po\u010det kredit\u016f, ale nemus\u00ed prok\u00e1zat jazykovou zp\u016fsobilost. N\u011bkter\u00e9 \u0161koly nav\u00edc p\u0159ij\u00edmaj\u00ed americk\u00fd znakov\u00fd jazyk jako plnohodnotnou n\u00e1hradu.<\/p>\n
N\u011bmecko nab\u00edz\u00ed alternativn\u00ed vzd\u011bl\u00e1vac\u00ed cesty: odborn\u00e1 maturita (Fachabitur) vy\u017eaduje pouze jeden ciz\u00ed jazyk a\u00a0umo\u017e\u0148uje studium na aplikovan\u00fdch vysok\u00fdch \u0161kol\u00e1ch, zat\u00edmco klasick\u00e1 maturita (Abitur) vy\u017eaduje dva jazyky. [42] Syst\u00e9m vyrovn\u00e1n\u00ed znev\u00fdhodn\u011bn\u00ed (Nachteilsausgleich) poskytuje \u00fapravy zkou\u0161kov\u00fdch podm\u00ednek, nikoli v\u0161ak osvobozen\u00ed od p\u0159edm\u011btu. [43]<\/p>\n
Finsko m\u00e1 jedny z\u00a0nejp\u0159\u00edsn\u011bj\u0161\u00edch po\u017eadavk\u016f (dva povinn\u00e9 jazyky nad r\u00e1mec mate\u0159\u0161tiny), ale \u0159e\u0161\u00ed obt\u00ed\u017ee student\u016f t\u0159\u00edstup\u0148ov\u00fdm syst\u00e9mem podpory m\u00edsto v\u00fdjimek. [44]<\/p>\n
Zvl\u00e1\u0161tn\u00ed je Irsko, kter\u00e9 jako jedin\u00e1 zem\u011b nab\u00edz\u00ed form\u00e1ln\u00ed syst\u00e9m v\u00fdjimek z\u00a0ir\u0161tiny pro studenty s\u00a0dyslexi\u00ed\u00a0\u2014 student mus\u00ed sk\u00f3rovat na 10.\u00a0percentilu nebo n\u00ed\u017ee v\u00a0testu \u010dten\u00ed. [45]<\/p>\n
Dvojjazy\u010dn\u00e1 v\u00fdhoda? Sp\u00ed\u0161e opakovatelnostn\u00ed krize<\/p>\n
Jeden z\u00a0hlavn\u00edch argument\u016f pro povinn\u00e9 jazykov\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed\u00a0\u2014 pozn\u00e1vac\u00ed v\u00fdhoda dvojjazy\u010dnosti\u00a0\u2014 stoj\u00ed na vratk\u00fdch z\u00e1kladech. Metaanal\u00fdzy z\u00a0posledn\u00edch let prok\u00e1zaly, \u017ee takzvan\u00e1 \u201ebilingvn\u00ed v\u00fdhoda\u201c ve v\u00fdkonn\u00fdch funkc\u00edch se bl\u00ed\u017e\u00ed nule po korekci na zkreslen\u00ed ve prosp\u011bch kladn\u00fdch v\u00fdsledk\u016f. Lehtonen a\u00a0kol. (2018, Psychological Bulletin) nena\u0161li siln\u00e9 ani soudr\u017en\u00e9 d\u016fkazy. Gunnerud a\u00a0kol. (2020) u\u00a0d\u011bt\u00ed stanovili celkov\u00fd \u00fa\u010dinek na pouh\u00fdch g = 0,06. [46] Paap (2024) ozna\u010dil celou hypot\u00e9zu za vzorov\u00fd p\u0159\u00edklad opakovatelnostn\u00ed krize v\u00a0pozn\u00e1vac\u00ed v\u011bd\u011b. [47]<\/p>\n
Dvojjazy\u010dnost m\u00e1 nesporn\u00e9 komunika\u010dn\u00ed, kulturn\u00ed a\u00a0spole\u010densk\u00e9 p\u0159\u00ednosy. Tvrzen\u00ed o\u00a0pozn\u00e1vac\u00edch v\u00fdhod\u00e1ch typu \u201ezlep\u0161en\u00e1 pracovn\u00ed pam\u011b\u0165\u201c nebo \u201eodd\u00e1len\u00ed demence\u201c v\u0161ak nejsou spolehliv\u011b podlo\u017eena.<\/p>\n
Hospod\u00e1\u0159sk\u00e9 p\u0159\u00ednosy jazykov\u00fdch dovednost\u00ed jsou skute\u010dn\u00e9, ale v\u00a0kontextu probl\u00e9mu skromn\u00e9. V\u00a0USA \u010din\u00ed mzdov\u00e1 pr\u00e9mie za dvojjazy\u010dnost pouze 2\u20133\u00a0% po kontrole na pozn\u00e1vac\u00ed schopnosti. [48] V\u00a0N\u011bmecku je v\u00fdrazn\u011b vy\u0161\u0161\u00ed\u00a0\u2014 kolem 9\u00a0%, pro pokro\u010dilou \u00farove\u0148 a\u017e 24\u00a0%.<\/p>\n
Argument, \u017ee strojov\u00fd p\u0159eklad postupn\u011b sn\u00ed\u017e\u00ed pot\u0159ebu jazykov\u00fdch dovednost\u00ed, m\u00e1 oporu v\u00a0datech. Studie CEPR (Frey a\u00a0Llanos-Paredes, 2025) prok\u00e1zala, \u017ee oblasti s\u00a0vy\u0161\u0161\u00edm vyu\u017eit\u00edm strojov\u00e9ho p\u0159ekladu zaznamenaly pokles popt\u00e1vky po cizojazy\u010dn\u00fdch dovednostech na trhu pr\u00e1ce. [49]<\/p>\n
Kde je pravda slo\u017eit\u011bj\u0161\u00ed<\/p>\n
N\u00e1mitky proti zm\u00edrn\u011bn\u00ed jazykov\u00fdch po\u017eadavk\u016f maj\u00ed opr\u00e1vn\u011bn\u00e9 j\u00e1dro.<\/p>\n
Za prv\u00e9, angli\u010dtina je fakticky jazykem mezin\u00e1rodn\u00ed v\u011bdy a\u00a0technologi\u00ed. V\u011bdec nebo in\u017een\u00fdr, kter\u00fd neum\u00ed \u010d\u00edst odbornou literaturu v\u00a0angli\u010dtin\u011b, je profesn\u011b znev\u00fdhodn\u011bn. Tato n\u00e1mitka je opr\u00e1vn\u011bn\u00e1, ale p\u0159ehl\u00ed\u017e\u00ed kl\u00ed\u010dov\u00fd rozd\u00edl: schopnost porozum\u011bt odborn\u00e9mu textu je jin\u00e1 dovednost ne\u017e schopnost slo\u017eit maturitn\u00ed test z\u00a0angli\u010dtiny. Mnoho technicky zdatn\u00fdch lid\u00ed \u010dte anglick\u00e9 p\u0159\u00edru\u010dky a\u00a0odborn\u00e1 f\u00f3ra denn\u011b, ani\u017e by dos\u00e1hli B1\u00a0v\u00a0mluven\u00e9 komunikaci.<\/p>\n
Za druh\u00e9, jazykov\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed m\u00e1 kulturn\u00ed a\u00a0spole\u010denskou hodnotu p\u0159esahuj\u00edc\u00ed hospod\u00e1\u0159sk\u00fd p\u0159\u00ednos. U\u010den\u00ed jazyk\u016f otev\u00edr\u00e1 perspektivy, buduje schopnost vc\u00edt\u011bn\u00ed, umo\u017e\u0148uje p\u0159\u00edstup k\u00a0jin\u00fdm kultur\u00e1m. To je pravda, ale plat\u00ed i\u00a0pro d\u011bjiny um\u011bn\u00ed, filozofii nebo hudbu\u00a0\u2014 a\u00a0ty nejsou podm\u00ednkou pro z\u00edsk\u00e1n\u00ed vysoko\u0161kolsk\u00e9ho titulu v\u00a0informatice.<\/p>\n
Za t\u0159et\u00ed, existuje obava z\u00a0\u201eklouzav\u00e9ho svahu\u201d: pokud umo\u017en\u00edme v\u00fdjimky z\u00a0jazyk\u016f, kde to skon\u010d\u00ed? Tato n\u00e1mitka m\u00e1 postupovou oporu, ale americk\u00fd a\u00a0irsk\u00fd syst\u00e9m ukazuje, \u017ee jasn\u011b vymezen\u00e9 podm\u00ednky pro n\u00e1hrady a\u00a0v\u00fdjimky funguj\u00ed u\u017e des\u00edtky let bez zneu\u017e\u00edv\u00e1n\u00ed.<\/p>\n
Co by \u0161lo zm\u011bnit<\/p>\n
Na z\u00e1klad\u011b mezin\u00e1rodn\u00ed praxe a\u00a0neurov\u011bdn\u00edch poznatk\u016f lze formulovat konkr\u00e9tn\u00ed reformn\u00ed n\u00e1vrhy.<\/p>\n
Syst\u00e9m n\u00e1hrad po americk\u00e9m vzoru. Studenti s\u00a0dolo\u017eenou n\u00edzkou jazykovou aptitudou nebo specifick\u00fdmi poruchami u\u010den\u00ed by mohli nahradit jazykov\u00fd po\u017eadavek n\u00e1hradn\u00edmi kurzy\u00a0\u2014 lingvistikou, kulturn\u00edmi studii nebo programov\u00e1n\u00edm. Nejde o\u00a0prominut\u00ed, ale o\u00a0n\u00e1hradu.<\/p>\n
Obnoven\u00ed v\u00edce\u00farov\u0148ov\u00fdch maturitn\u00edch test\u016f. \u010cesk\u00e1 maturita m\u011bla v\u00a0letech 2011\u20132013\u00a0dv\u011b \u00farovn\u011b obt\u00ed\u017enosti. [50] N\u00e1vrat k\u00a0tomuto modelu by umo\u017enil rozli\u0161en\u00ed: gymnazist\u00e9 by skl\u00e1dali vy\u0161\u0161\u00ed \u00farove\u0148, studenti odborn\u00fdch \u0161kol ni\u017e\u0161\u00ed. Sou\u010dasn\u00e1 jednotn\u00e1 \u00farove\u0148 B1\u00a0je pro gymn\u00e1zia trivi\u00e1ln\u00ed a\u00a0pro n\u011bkter\u00e9 odborn\u00e9 \u0161koly nedosa\u017eiteln\u00e1.<\/p>\n
Form\u00e1ln\u00ed syst\u00e9m v\u00fdjimek po irsk\u00e9m vzoru. Pro studenty s\u00a0diagnostikovanou specifickou poruchou u\u010den\u00ed ovliv\u0148uj\u00edc\u00ed jazykov\u00e9 u\u010den\u00ed by m\u011bla existovat mo\u017enost osvobozen\u00ed podm\u00edn\u011bn\u00e1 normovan\u00fdm diagnostick\u00fdm procesem.<\/p>\n
Odd\u011blen\u00ed jazykov\u00e9ho po\u017eadavku od p\u0159\u00edstupu k\u00a0vysoko\u0161kolsk\u00e9mu vzd\u011bl\u00e1n\u00ed. Na technick\u00fdch a\u00a0p\u0159\u00edrodov\u011bdn\u00fdch oborech by jazykov\u00fd po\u017eadavek nem\u011bl b\u00fdt podm\u00ednkou pro z\u00edsk\u00e1n\u00ed titulu, ale volitelnou sou\u010d\u00e1st\u00ed studijn\u00edho pl\u00e1nu. Student by m\u011bl mo\u017enost prok\u00e1zat schopnost pracovat s\u00a0anglicky psanou odbornou literaturou n\u00e1hradn\u00edm zp\u016fsobem.<\/p>\n
Soustavn\u00fd sb\u011br dat. \u010cesko nal\u00e9hav\u011b pot\u0159ebuje v\u00fdzkum vy\u010d\u00edsluj\u00edc\u00ed dopad jazykov\u00fdch po\u017eadavk\u016f na vzd\u011bl\u00e1vac\u00ed dr\u00e1hy student\u016f s\u00a0r\u016fzn\u00fdmi pozn\u00e1vac\u00edmi profily. CERMAT by m\u011bl zve\u0159ej\u0148ovat v\u00fdsledky maturit rozli\u0161en\u00e9 podle student\u016f s\u00a0PUP MZ a\u00a0M\u0160MT by m\u011blo sledovat d\u016fvody nedokon\u010den\u00ed studia ve vztahu k\u00a0jazykov\u00fdm p\u0159edm\u011bt\u016fm.<\/p>\n
Komu \u0161kod\u00ed univerz\u00e1ln\u00ed s\u00edto<\/p>\n
\u010cesk\u00fd vzd\u011bl\u00e1vac\u00ed syst\u00e9m zach\u00e1z\u00ed s\u00a0jazykovou zp\u016fsobilost\u00ed jako s\u00a0jednotn\u011b povinnou a\u00a0jednotn\u011b testovatelnou dovednost\u00ed. Neurov\u011bdn\u00ed v\u00fdzkum p\u0159itom ukazuje, \u017ee jazykov\u00e1 aptituda je z\u00a053\u201367\u00a0% d\u011bdi\u010dn\u00e1, [17] [18] z\u00a0t\u0159etiny zcela nez\u00e1visl\u00e1 na inteligenci a\u00a0ur\u010dovan\u00e1 tvaroslov\u00edm mozkov\u00fdch staveb, kter\u00e9 jedinec nem\u016f\u017ee ovlivnit. Turker a\u00a0Reiterer (2021) navrhli prvn\u00ed neuro-pozn\u00e1vac\u00ed model jazykov\u00e9 aptitudy, podle kter\u00e9ho individu\u00e1ln\u00ed rozd\u00edly v\u00a0tvaroslov\u00ed sluchov\u00e9 k\u016fry\u00a0\u2014 z\u00a0velk\u00e9 \u010d\u00e1sti geneticky a\u00a0prenat\u00e1ln\u011b p\u0159edur\u010den\u00e9\u00a0\u2014 omezuj\u00ed individu\u00e1ln\u00ed nervovou tv\u00e1rnost pro jazykov\u00e9 u\u010den\u00ed. [51]<\/p>\n
Syst\u00e9m, kter\u00fd neumo\u017e\u0148uje vysoce inteligentn\u00edm student\u016fm s\u00a0n\u00edzkou jazykovou aptitudou n\u00e1hradn\u00ed cestu ke vzd\u011bl\u00e1n\u00ed, prov\u00e1d\u00ed ve skute\u010dnosti v\u00fdb\u011br podle neurologick\u00e9ho profilu, nikoli podle my\u0161lenkov\u00e9ho potenci\u00e1lu.<\/p>\n
Mezi studenty, kte\u0159\u00ed opakovan\u011b selh\u00e1vaj\u00ed u\u00a0maturity z\u00a0angli\u010dtiny nebo nedokon\u010d\u00ed vysokou \u0161kolu kv\u016fli jazykov\u00e9 zkou\u0161ce, mohou b\u00fdt budouc\u00ed \u0161pi\u010dkov\u00ed v\u011bdci, in\u017een\u00fd\u0159i a\u00a0program\u00e1to\u0159i\u00a0\u2014 lid\u00e9, jejich\u017e mozky jsou uzp\u016fsobeny pro jin\u00e9 typy pozn\u00e1vac\u00ed pr\u00e1ce ne\u017e pro fonematick\u00e9 k\u00f3dov\u00e1n\u00ed a\u00a0zapamatov\u00e1n\u00ed gramatick\u00fdch vzorc\u016f. Jen\u017ee to nev\u00edme. Proto\u017ee to nem\u011b\u0159\u00edme.<\/p>\n
Metodologick\u00e1 pozn\u00e1mka<\/p>\n
\u010cl\u00e1nek vych\u00e1z\u00ed z\u00a0prim\u00e1rn\u00edch v\u011bdeck\u00fdch zdroj\u016f (recenzovan\u00fdch studi\u00ed a\u00a0metaanal\u00fdz) a\u00a0ofici\u00e1ln\u00edch dat \u010desk\u00fdch instituc\u00ed (CERMAT, M\u0160MT, \u010c\u0160I, UJEP). Soustavn\u00e1 studie vy\u010d\u00edsluj\u00edc\u00ed \u201eztracen\u00fd talent pro p\u0159\u00edrodov\u011bdn\u00e9 a\u00a0technick\u00e9 obory\u201c kv\u016fli jazykov\u00fdm bari\u00e9r\u00e1m v\u00a0\u010desk\u00e9m akademick\u00e9m prost\u0159ed\u00ed nebyla nalezena\u00a0\u2014 jedn\u00e1 se o\u00a0zji\u0161t\u011bnou mezeru v\u00a0odborn\u00e9 literatu\u0159e. Data o\u00a0ne\u00fasp\u011b\u0161nosti u\u00a0maturit jsou za jarn\u00ed term\u00edn 2025.\u00a0Dvojjazy\u010dn\u00e1 v\u00fdhoda je p\u0159edstavena s\u00a0uveden\u00edm obou stran debaty. Reformn\u00ed n\u00e1vrhy jsou odvozeny z\u00a0existuj\u00edc\u00ed mezin\u00e1rodn\u00ed praxe, nikoli z\u00a0hypotetick\u00fdch model\u016f.<\/p>\n
Zdroje<\/p>\n
[1] Poradensk\u00e9 centrum UJEP. Studenti se specifick\u00fdmi poruchami u\u010den\u00ed\u00a0\u2014 z\u00e1kladn\u00ed terminologie, dopady do vzd\u011bl\u00e1v\u00e1n\u00ed, specifick\u00e9 pot\u0159eby. poradenske-centrum.ujep.cz.<\/p>\n
[2] Genesee, F. (1976). The role of intelligence in second language learning. Language Learning, 26(2), 267\u2013280.<\/p>\n
[3] Li, S. (2016). The construct validity of language aptitude: A\u00a0meta-analysis. Studies in Second Language Acquisition, 38(4), 801\u2013842.<\/p>\n
[4] Fedorenko, E. et al. (2011). Functional specificity for high-level linguistic processing in the human brain. PNAS, 108(39), 16428\u201316433.\u00a0Srov. Amatuni, A., Diez, I., Kharas, N. et al. (2024). Functional dissociation of the language network and other cognition in early childhood. PMC11184366.<\/p>\n
[5] Smith, N. V., Tsimpli, I.-M. (1995). The Mind of a\u00a0Savant: Language Learning and Modularity. Blackwell. Aktualizov\u00e1no v\u00a0Smith, N. V. et al. (2011). Signs of a\u00a0Savant. Cambridge University Press.<\/p>\n
[6] Jouravlev, O., Mineroff, Z., Blank, I. A., Fedorenko, E. (2021). The small and efficient language network of polyglots and hyper-polyglots. Cerebral Cortex, 31(1), 62\u201376.\u00a0PubMed: 32820332.<\/p>\n
[7] Malik-Moraleda, S., Jouravlev, O. et al. (2024). Functional characterization of the language network of polyglots and hyperpolyglots with precision fMRI. Cerebral Cortex, PMC9882290.<\/p>\n
[8] Mechelli, A. et al. (2004). Structural plasticity in the bilingual brain. Nature, 431, 757.<\/p>\n
[9] L\u00f3pez-Barroso, D. et al. (2013). Word learning is mediated by the left arcuate fasciculus. PNAS, 110(32), 13168\u201313173.<\/p>\n
[10] Linck, J. A. et al. (2014). Working memory and second language comprehension and production: A\u00a0meta-analysis. Psychonomic Bulletin & Review, 21(4), 861\u2013883.<\/p>\n
[11] Lai, C. S. L., Fisher, S. E., Hurst, J. A., Vargha-Khadem, F., Monaco, A. P. (2001). A\u00a0forkhead-domain gene is mutated in a\u00a0severe speech and language disorder. Nature, 413, 519\u2013523.<\/p>\n
[12] Enard, W. et al. (2002). Molecular evolution of FOXP2, a\u00a0gene involved in speech and language. Nature, 418, 869\u2013872.<\/p>\n
[13] Vernes, S. C. et al. (2008). A\u00a0functional genetic link between distinct developmental language disorders. New England Journal of Medicine, 359(22), 2337\u20132345.<\/p>\n
[14] Whitehouse, A. J. O. et al. (2011). CNTNAP2\u00a0variants affect early language development in the general population. Genes, Brain and Behavior, 10(4), 451\u2013456.<\/p>\n
[15] Newbury, D. F. et al. (2009). CMIP and ATP2C2\u00a0modulate phonological short-term memory in language impairment. American Journal of Human Genetics, 85(2), 264\u2013272.<\/p>\n
[16] Scerri, T. S. et al. (2011). DCDC2, KIAA0319\u00a0and CMIP are associated with reading-related traits. Biological Psychiatry, 70(3), 237\u2013245.<\/p>\n
[17] Rimfeld, K., Dale, P. S., Plomin, R. (2015). How specific is second language-learning ability? A\u00a0twin study. Translational Psychiatry, 5, e638.<\/p>\n
[18] Dale, P. S., Harlaar, N., Haworth, C. M. A., Plomin, R. (2010). Two by two: A\u00a0twin study of second-language acquisition. Psychological Science, 21(5), 635\u2013640.<\/p>\n
[19] Eising, E. et al. (2022). Genome-wide analyses of individual differences in quantitatively assessed reading- and language-related skills in up to 34,000\u00a0people. PNAS, 119(35), e2202764119.<\/p>\n
[20] Ullman, M. T. (2001). The neural basis of lexicon and grammar in first and second language: the declarative\/procedural model. Bilingualism: Language and Cognition, 4(2), 105\u2013122.<\/p>\n
[21] Gregersen, T., Horwitz, E. K. (2002). Language learning and perfectionism: Anxious and non-anxious language learners\u2019 reactions. Modern Language Journal, 86(4), 562\u2013570.<\/p>\n
[22] Flett, G. L., Hewitt, P. L., Su, C., Flett, K. D. (2016). Perfectionism in language learners. Canadian Journal of School Psychology, 31(2), 83\u201399.<\/p>\n
[23] Guiora, A. Z. et al. (1972). The effects of experimentally induced changes in ego states on pronunciation ability. Comprehensive Psychiatry, 13(5), 421\u2013428.\u00a0Aktualizov\u00e1no: Guiora et al. (1980). Language Learning, 30(2), 351\u2013363.<\/p>\n
[24] Eurobarometer 540 (2024). Europeans and their languages. Evropsk\u00e1 komise, 26\u00a0523\u00a0respondent\u016f, 27\u00a0\u010dlensk\u00fdch st\u00e1t\u016f.<\/p>\n
[25] Ethnologue (2025). Languages of the World, 28.\u00a0vyd\u00e1n\u00ed. SIL International.<\/p>\n
[26] Hartshorne, J. K., Tenenbaum, J. B., Pinker, S. (2018). A\u00a0critical period for second language acquisition. Cognition, 177, 263\u2013277.\u00a0N = 669\u00a0498.<\/p>\n
[27] M\u0160MT (2017). R\u00e1mcov\u00fd vzd\u011bl\u00e1vac\u00ed program pro z\u00e1kladn\u00ed vzd\u011bl\u00e1v\u00e1n\u00ed. edu.cz.<\/p>\n
[28] \u010cesk\u00e1 \u0161koln\u00ed inspekce (2023). Tiskov\u00e1 zpr\u00e1va: V\u00fduka dal\u0161\u00edho ciz\u00edho jazyka. csicr.cz.<\/p>\n
[29] iROZHLAS (2024). Angli\u010dtina od prvn\u00ed t\u0159\u00eddy. Ministerstvo \u0161kolstv\u00ed navy\u0161uje po\u017eadovanou \u00farove\u0148 jazyk\u016f i\u00a0matematiky. 30.\u00a012.\u00a02024.<\/p>\n
[30] M\u0160MT (2025). V\u00fdsledky jarn\u00edch maturit 2025.\u00a0msmt.gov.cz, tiskov\u00e1 zpr\u00e1va 15.\u00a05.\u00a02025.<\/p>\n
[31] CERMAT (2025). Ciz\u00ed jazyk\u00a0\u2014 zkou\u0161ka spole\u010dn\u00e9 \u010d\u00e1sti. maturita.cermat.cz.<\/p>\n
[32] VysokeSkoly.cz. Jak je to s\u00a0ciz\u00edmi jazyky na V\u0160? vysokeskoly.cz.<\/p>\n
[33] \u010cTK\/\u010cesk\u00e9 Noviny (2025). U\u00a0st\u00e1tn\u00edch maturit letos neusp\u011blo 12\u00a0procent student\u016f, dvakr\u00e1t v\u00edc ne\u017e loni. ceskenoviny.cz, 15.\u00a05.\u00a02025.\u00a0Pozn\u00e1mka: \u00dadaje o\u00a0ne\u00fasp\u011b\u0161nosti 24\u00a0% (SOU) a\u00a037\u00a0% (n\u00e1stavba) se vztahuj\u00ed k\u00a0celkov\u00e9 ne\u00fasp\u011b\u0161nosti u\u00a0didaktick\u00fdch test\u016f, nikoli specificky k\u00a0angli\u010dtin\u011b.<\/p>\n
[34] CERMAT (2025). \u00dapravy podm\u00ednek zkou\u0161ky. maturita.cermat.cz.<\/p>\n
[35] EDUin. Dyslexie, co (nejen) s\u00a0n\u00ed u\u00a0maturity. eduin.cz.<\/p>\n
[36] NPI \u010cR \/ Inkluze v\u00a0praxi. V\u00fduka druh\u00e9ho ciz\u00edho jazyka: \u010d\u00edm ji lze nahradit? inkluzevpraxi.cz.<\/p>\n
[37] Wikipedia. Language education in the United Kingdom. Ov\u011b\u0159eno: UCL IoE Blog (2024).<\/p>\n
[38] UCL IoE Blog (2024). Opportunity for all? Which pupils are studying languages in England and why?<\/p>\n
[39] University of Washington. Foreign Language Culture Course Substitution. depts.washington.edu.<\/p>\n
[40] University of Georgia. Foreign Language Accommodations and Waivers. osas.franklin.uga.edu.<\/p>\n
[41] Columbia University Health. Foreign Language Substitution or Modification. health.columbia.edu.<\/p>\n
[42] Wikipedia. Abitur. Ov\u011b\u0159eno: UCAS Qualification Information Profiles.<\/p>\n
[43] Katholische Universit\u00e4t Eichst\u00e4tt-Ingolstadt. Adjustments to compensate for disabilities. ku.de.<\/p>\n
[44] Sanako (2024). Foreign language teaching in Finland\u2019s world-leading education system. sanako.com.<\/p>\n
[45] Dyslexia Ireland. Irish Exemption. dyslexia.ie.<\/p>\n
[46] Gunnerud, H. L. et al. (2020). Is bilingualism related to a\u00a0cognitive advantage in children? A\u00a0systematic review and meta-analysis. Psychological Bulletin, 146(12), 1059\u20131083.\u00a0PubMed: 32914991.<\/p>\n
[47] Paap, K. R. (2024). The Bilingual Advantage in Executive Functioning Hypothesis. Routledge.<\/p>\n
[48] Saiz, A., Zoido, E. (2005). Listening to what the world says: Bilingualism and earnings in the United States. Review of Economics and Statistics, 87(3), 523\u2013538.<\/p>\n
[49] Frey, C. B., Llanos-Paredes, E. (2025). Lost in translation: AI\u2019s impact on translators and foreign language skills. CEPR VoxEU Column.<\/p>\n
[50] VysokeSkoly.cz. 10\u00a0let se st\u00e1tn\u00edmi maturitami: dlouh\u00e9 p\u0159\u00edpravy a\u00a0dv\u011b \u00farovn\u011b. vysokeskoly.cz.<\/p>\n
[51] Turker, S., Reiterer, S. M. (2021). Examining individual differences in language learning: A\u00a0neurocognitive model of language aptitude. Neurobiology of Language, 2(3), 389\u2013415.\u00a0MIT Press.<\/p>\n
Koncepce, struktura a\u00a0redak\u010dn\u00ed linie \u010dl\u00e1nku jsou d\u00edlem autora, kter\u00fd vypracoval obsahovou skicu, stanovil kl\u00ed\u010dov\u00e9 teze a\u00a0\u0159\u00eddil cel\u00fd proces tvorby. Generativn\u00ed AI (Claude Opus 4.6, Anthropic) byla vyu\u017eita jako n\u00e1stroj pro re\u0161er\u0161i, ov\u011b\u0159ov\u00e1n\u00ed fakt\u016f a\u00a0rozeps\u00e1n\u00ed autorovy p\u0159edlohy.<\/p>\n
Autor ov\u011b\u0159il kl\u00ed\u010dov\u00e1 zji\u0161t\u011bn\u00ed a\u00a0schv\u00e1lil fin\u00e1ln\u00ed zn\u011bn\u00ed. \u017d\u00e1dn\u00e1 \u010d\u00e1st textu nebyla publikov\u00e1na bez v\u011bdom\u00e9 autorsk\u00e9 kontroly. Faktick\u00e9 \u00fadaje byly ov\u011b\u0159eny proti ve\u0159ejn\u011b dostupn\u00fdm zdroj\u016fm uveden\u00fdm v\u00a0textu.<\/p>\n
Postup odpov\u00edd\u00e1 princip\u016fm transparentnosti Na\u0159\u00edzen\u00ed EU 2024\/1689 (AI Act). #poweredByAI<\/p>\n","protected":false},"excerpt":{"rendered":"T\u0159etina genetick\u00e9ho vlivu na schopnost u\u010dit se ciz\u00ed jazyk je zcela nez\u00e1visl\u00e1 na inteligenci. P\u0159esto \u010cesko stav\u00ed jazykov\u00e9…\n","protected":false},"author":2,"featured_media":10298,"comment_status":"","ping_status":"","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[13],"tags":[6288,5869,74,73,78,75,77,76,6287],"class_list":{"0":"post-10297","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-veda-a-technika","8":"tag-jazyky","9":"tag-mozek","10":"tag-science","11":"tag-science-technology","12":"tag-technika","13":"tag-technology","14":"tag-veda","15":"tag-veda-a-technika","16":"tag-vyuka"},"share_on_mastodon":{"url":"","error":""},"_links":{"self":[{"href":"https:\/\/www.europesays.com\/cz\/wp-json\/wp\/v2\/posts\/10297","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.europesays.com\/cz\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.europesays.com\/cz\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.europesays.com\/cz\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/www.europesays.com\/cz\/wp-json\/wp\/v2\/comments?post=10297"}],"version-history":[{"count":0,"href":"https:\/\/www.europesays.com\/cz\/wp-json\/wp\/v2\/posts\/10297\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.europesays.com\/cz\/wp-json\/wp\/v2\/media\/10298"}],"wp:attachment":[{"href":"https:\/\/www.europesays.com\/cz\/wp-json\/wp\/v2\/media?parent=10297"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.europesays.com\/cz\/wp-json\/wp\/v2\/categories?post=10297"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.europesays.com\/cz\/wp-json\/wp\/v2\/tags?post=10297"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}