Abstract In recent decades, Slovenian sociolinguistic situation and within the functions of different language varieties have dramatically changed. In spite of this process, the standard language remains a language variety that enables an individual to participate equally in educational and public life. As the Slovenian schools are not successful enough in developing of the discursive flexibility and mastering of the standard language, in the article, the functions of Standard language in modern Slovenian-speaking society is described; the specific groups of primary Slovenian language speakers are defined, and some solutions for improving the first language learning are suggested. In 1990’s, in opposite to the prevailing traditional structural language-stratification theory, the new classification of the primary sociolects, based on the English functional linguistics, by A. E. Skubic was represented. According to his theory, the sociolects are defined as non-hierarchically ordered cultivated or marginal language varieties that are used and identified with by different social groups. Based on Skubic’s classification, two main groups of primary-Slovenian language speakers can be described. The speakers of the cultivated primary sociolects are mostly self-confident users of language, identifying themselves with the main culture. In opposite, the speakers of the marginal sociolects could be de-privileged due to their linguistic deficit in standard language and micro-cultural discursive patterns, used in educational or public contexts. As it is suggested, to improve students’ linguistic competence and diminish deficits, the discursive flexibility should be understood as a complex awareness, consisting of cognitive, emotional-evaluative and active dimensions. Therefore, the basic principle of first language teaching should become the extended holistic principle, emphasizing the inclusion of standard and different non-standard language varieties, observation of their different functions in specific communicative situations and reflection about the complex context, that can be implemented to first language teaching in all basic phases of learning.

中文翻译：

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语言内多样性在斯洛文尼亚语作为第一语言的教学中的重要性

摘要近几十年来，斯洛文尼亚的社会语言环境和不同语言种类的功能发生了巨大变化。尽管有这个过程，标准语言仍然是一种语言多样性，使个人能够平等地参与教育和公共生活。由于斯洛文尼亚学校在发展话语灵活性和掌握标准语言方面还不够成功，因此本文描述了标准语言在现代斯洛文尼亚语社会中的作用。定义了斯洛文尼亚语母语使用者的特定群体，并提出了一些改善母语学习的解决方案。在1990年代，与当时流行的传统结构语言分层理论相反，主要的社会语言的新分类 基于英语功能语言学，由AE Skubic代表。根据他的理论，社交人士被定义为非等级排序的，由不同社会群体使用和识别的培养或边缘语言品种。根据Skubic的分类，可以描述两个主要的斯洛文尼亚语主要使用者群体。培养初级社交语言的人大多是语言的自信使用者，使自己与主要文化相认同。相反，由于在教育或公共场合中使用的标准语言和微观文化话语模式的语言缺陷，边缘社会人士的讲话者可能会被剥夺特权。有人建议，要提高学生的语言能力并减少缺陷，话语灵活性应理解为一种复杂的意识，包括认知，情感评估和积极方面。因此，母语教学的基本原则应成为扩展的整体原则，强调将标准和不同的非标准语言种类包括在内，在特定的交际情况下观察它们的不同功能，并对复杂的情境进行反思，从而可以实现这一目标。在学习的所有基本阶段进行母语教学。