Abstract
The paper demonstrates theoretically argued practical examples of how communicatively designed Czech language teaching allows to respect the needs and aims of L1 education for both intact pupils and pupils with special needs, though these needs and aims might differ. The argumentation is based on the fact that the traditional grammatical-normative paradigm in L1 teaching does not bring satisfactory results as it does not adequately respect the need for developing the pupils' language competency, and drives instruction towards formal approach to language.
In such learning environment, not only pupils with special needs are unsuccessful and demotivated. In contrast with the traditional model of teaching Czech, the paper illustrates different didactic thinking - i.e. communicative thinking about teaching Czech, which understands the development of pupils' communication competency as the core of L1 education.
Such learning and teaching environment creates a space for effective involvement of all pupils.