Abstract: The paper describes three types of challenges that were detected in teaching Slovene as a mother tongue at schools. First, a number of orthographic and grammatic mistakes can be detected in pupils’ writings (see Kosem et al., 2012; Križaj in Bester Turk, 2018; Gomboc, 2019). Second, low phraseological literacy was noticed and the pupils often have problems understanding phrasemes (Vorsic, 2018). Third, the challenges of communicative competence were addressed, referring to production and interpretation of different written, spoken as well as...
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