Abstract
L1 didactics in many countries around the world have been developing communicatively focused conceptions. However, educational reality in schools does not accept such theories fully.
That is also the case of the Czech, Polish and Slovak school. The paper analyses possible causes of such state: among others the very long tradition of the teaching conception that dominates in the schools, insufficiencies in teachersʼ subject content knowledge and pedagogical content knowledge, both factual and didactic mistakes in textbooks and various other materials for teachers, the overall underestimation of communicative aspects of L1 teaching in schools, the pressures of the standardized examinations, the governmental policies, or the general conditions of the educational systems.
In the conclusion, the author suggests several solutions, mainly intensive training of teachers and research in both teachersʼ beliefs in the area of grammar and communication and the effects of cognitive-communicative conceptions of teaching Czech, Polish and Slovak.