Zahraniční modely kurikula mateřského jazyka (L1): srovnávací studie

International comparisons of curricular documents are among the basic sources of information in first language (L1) subject didactics and in education policies. The study analyzes curricular documents for L1 teaching from ten countries, using the Czech Framework Educational Programme for Basic Education as a reference frame. The aim of the research was to find out how the relationship between grammar teaching and the development of communication skills and cognitive abilities is addressed in the curricular documents under investigation, as this issue is at the heart of not only L1 subject didactics but also curriculum modelling. The study analyzes the curricula of those countries that have been found to be the most successful in international comparisons. The research approach was qualitative, using the method of content analysis of text documents. The results show that the basic starting point for effective curricular models is full integration of language and communication teaching and the development of metacognitive abilities so that students can think about the function of language means and use them appropriately in both reception and production. The main integrating element is text.