Native speech and Croatian standard language in teaching Croatian (contrastive approach)

U radu se govori o jeziku kao komunikacijskom sustavu te o njegovom usvajanju kod djece. Navedene su značajke zavičajnog govora i hrvatskog standardnog jezika, a obraćena je pozornost na njihov postanak kao i na sastavnice hrvatskog jezika, odnosno na standard, supstandard, narječja i žargone. Zavičaj je mjesto rođenja osobe, a svako to mjesto ima sebi svojstven govor koji je poznat pod nazivom zavičajni govor. Ljudi se putem medija svakodnevno susreću sa standardnim govorom dok je zavičajni stavljen u drugi plan. Upravo stanje znanja, kako standardnog tako i zavičajnog jezika, u učenika trećih, četvrtih, sedmih i osmih razreda je ispitano kroz ankete te zatim pomno proučeno. Uočene su najčešće greške, nove inačice riječi ili posuđenice iz drugih jezika u novih generacija djece. Također, proučen je odnos škole prema zavičajnom govoru te kako razmišljaju stručnjaci. Što je potrebno učiniti da bi se osposobilo učenika za služenje standardnim govorom ujedno njegujući zavičajni idiom te gdje su do sad prethodnici griješili kod izrade udžbenika i obrade gradiva?The paper discusses language as a communication system and its acquisition in children. The characteristics of the native language and the Croatian standard language are listed, and attention is paid to their origin as well as to the components of the Croatian language, ie to the standard, substandard, dialects and jargons. Homeland is the place of a person's birth, and each place has its own unique language known as the native language. Through the media, people encounter standard speech on a daily basis, while the native language is put in the background. Precisely the state of knowledge, both standard, and native language, in third, fourth, seventh, and eighth-grade students were examined through surveys and then carefully studied. The most common mistakes, new versions of words, or borrowings from other languages in new generations of children were observed. Also, the attitude of the school towards the native language and how the experts think was studied. What needs to be done in order to enable students to use standard speech while nurturing the native idiom and where so far their predecessors made mistakes in making textbooks and processing materials