Abstract
Obravnava identitetne vloge jezika v šoli in v njenem okviru različnih jezikovnih
zvrsti je pri pouku slovenščine v zadnjih dvajsetih letih doživela le malo sprememb.
Na podlagi jezikoslovnih ugotovitev o neskladju med uveljavljeno teorijo zvrstnosti
in jezikovno prakso smo v anketi dijakom zastavili vprašanja, kako razumejo pojem
knjižni jezik, kakšne so njihove izkušnje z njegovo rabo in v katerih govornih
položajih je raba knjižnega jezika po njihovem mnenju nujna.
Discussing the identity function of language as well as different language varieties
in teaching Slovenian as first language has only changed slightly in the last two
decades. Therefore, based on the linguistic discussions on the differences between
prevailing language stratification theory and communicative practise, three main
issues have been investigated, namely how do students understand the concept of
standard language, what is their experience with using the standard language and
finally, in which speaking situations is the use of a standard language necessary.