Abstract
Czech language teaching has been facing certain chronic problems in the area of its quality and outcomes. Many of the suggested solutions so far have concentrated mainly on general parameters of interaction and cooperation in teaching, methods and forms of work.
However, the real cause of these problems lies in disintegration of instruction. In the most fundament of teaching: the content taught and the manner of its didactic transformation.
The teaching and learning environment of Czech language is contemporarily formed through separation of language and communication. From the perspective of the teaching aims, this approach is unjustifiable and further insupportable.
The paper uses concrete examples of critical teaching instances to illustrate that the content- focused approach to analysing and improving instruction is one of the key challenges of research in Czech language field didactics.