O (ne)uplatňovaní didaktických princípov v učebniciach slovenského jazyka
On the reflection of L1 education principles in Slovak textbooks

Summary/Abstract: This paper focuses on defining the relationship between L1 academic principles and L1 textbooks. The author considers the current educational and linguistic theories (including developmental and educational linguistics) as the essential foundation for establishing L1 educational principles. Based on the established principles (complexity, communicative-cognitive approach, pupil-oriented teaching and recent linguistic knowledge), the author proposes 13 categories of textbook content analysis. Referring to these categories, selected units of two Slovak textbooks for 4th grade has been examined. The examined units were focused on the morphemic orthographical rules connected with the regressive voicing assimilation in Slovak (i.e. a morpheme is always spelled the same way regardless of pronunciation). The results of the content analysis show some discrepancy between the stated educational principles and their actual treatment in the textbook’s units. Most of all, the textbooks did not reflect on children´s phonological awareness sufficiently. Secondly, the learning tasks were not challenging enough for pupils to stimulate their cognitive and communicative advancement. Furthermore, the textbooks lacked topical homogeneity and did not avoid several linguistic errors. The author proposes this set of categories to be used to analyse and develop other textbooks of Slovak Language.

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