Hušlová Orságová, MáriaVančíková, KatarínaTrnka, Marian2025-06-112025-06-112025978-989-35728-5-62183-29782184-0210https://doi.org/10.36315/2025eadX35https://repo.umb.sk/handle/123456789/569In: Education applications and developments. 10. 1. vyd. Lisabon : inScience Press, 2025. ISBN 978-989-35728-5-6. ISSN 2183-2978. Pp. 439-449.Slovakia is a country of permanent or temporary residence for many nations and ethnic groups, which oftentimes do not have the possibility to receive education in their own language. One of the most controversial linguistic minorities on this front are children from the Roma community, which are commonly marginalised due to different living conditions as well as socio-economic standards. Both these factors highly contribute to segregation of Roma children from the Slovak majority and negatively affect their cultural experience. When entering the formal education system, Roma children do not possess the same linguistic competence of Slovak language as pupils from the major population. In this paper, the authors analysed the textbooks in Slovak: commonly used in the first two grades of elementary schools and attempted to identify the most frequent words, phrases and sentences that children from the Roma community usually encounter in written form, while being educated. By doing so, the authors would like to increase their potential comprehensibility for pupils from marginalised Roma communities. The findings of this research provide a basis for the development of an effective language programme for the second language acquisition of Slovak and urges the Slovak school system to develop a comprehensive national strategy, which would provide adequate language support for children from linguistic minorities.en© vydavateľinfo:eu-repo/semantics/openAccessjazyková akvizíciaosvojovanie jazykalanguage acquisitiondruhý jazyksecond languageprimárne vzdelávanieprimary educationkultúrna reprodukciaArticle