Proceedings of the International scientific and practical conference ―Oxford International Science Forum‖ (February 6-8, 2026) / Publisher website: www.naukainfo.com. - Oxford, United Kingdom, 2026. - 245 p.

87 Challenge Description Recommended Methodological Response English as a third language (L3) English is acquired through Czech (L2) while the home language (L1) remains dominant Simplified classroom language, visual scaffolding, repetition Limited proficiency in Czech Difficulty understanding instructions and school routines Multimodal instruction, predictable lesson structure Different educational backgrounds Variation in grading systems and teaching traditions Task-Based Learning and formative assessment Cultural communication differences Different norms of participation, feedback, and authority Culturally sensitive classroom management Learning anxiety and low confidence Fear of making mistakes in multilingual environments Communicative activities and positive reinforcement Cognitive overload Simultaneous learning of English and Czech Short tasks, focus on oral communication Table 1. Key Challenges in Teaching English to Foreign Pupils and Methodological Responses REFERENCES: 1. Bačáková, M. (2017). Education in the Czech Republic. UNHCR. 2. Cenoz, J. (2003). The additive effect of bilingualism on third language acquisition. International Journal of Bilingualism. 3. Dörnyei, Z. (2009). The L2 motivational self system. In Motivation, Language Identity and the L2 Self. 4. Littlewood, W. (1981). Communicative Language Teaching. Cambridge University Press. 5. Lewis, M. (1993). The Lexical Approach. Language Teaching Publications. 6. OECD. (2015). Immigrant Students at School: Easing the Journey towards Integration.