The national curriculum in the Czech Republic is undergoing a fundamental transformation to meet the needs of a rapidly changing world. The framework curricula for pre-school children (usually 3-6 years old) and primary school children (usually 6-11 years old) now more reflect the group of children with a different mother tongue, which has seen a significant increase in the last 10 year. However, to what extent does the curriculum take into account the acquisition of literacy skills for children with different mother tongues? The acquisition of basic literacy skills is essential for children with a different mother tongue to integrate successfully and is described as an expanding set of knowledge, skills and strategies over the life course. The paper deals with the comparison of the content of the updated curricula for pre-school and the first stage of primary education with the original Framework Curricula and the representation of the education of children with a different mother tongue, specifically in combination with the acquisition of literacy through the method of content analysis of text.

Keywords: Education, language, literacy, foreigner, children.