The paper presents a theoretical insight into literacy in connection with language, communication, language culture and identity, referring to the Slovenian language and literacy in Slovenian school system. The terms are closely connected with one another and with the concept of literacy. Language enables (verbal, symbolic) communication and is recognized as a mother tongue, fi rst language, national, regional/local, official, minority official and national language. It is used as a verbal symbolic connection between human beings for the purpose of successful communication, i. e. mastering language and communication skills. Both competences are recognized through linguistic culture, referring to the theory of literary language. The relationship of all the elements is reflected in the level of literacy, which needs to be emphasized throughout the entire school education, both in non-literary, as well as particularly in the literary social language varieties. This enables the individual to adopt the functional literacy skills. The National Strategy for the Development of Literacy (2006) presents the foundation of implementation set goals and their realization in the curricula for each level of education (pre-school, primary school, secondary school, higher education institutions, education of adults). The empirical part of the paper presents the results of the analyses of four own (co-)author researches of students' written and the language of lectors at their advertising web pages as well as proofreaders' language in their advertising websites. (1) The analysis of students' written texts (e-texts) showed that generations of students have difficulties both in spelling and grammar. Improper use should only be exceptional, since the students learn (Slovenian) language throughout the primary and secondary institutionalized system, but has largely proved otherwise. (2) The linguistic analysis of students' spoken texts covered the speech in exercises of simultaneous interpretation from English into Slovenian. The analysis of the phonological and morphological levels observed deviations from current language norms, the analysis of vocabulary resulted in offering adequate Slovenian words. (3) The analysis of the sample titles of doctoral dissertations recorded in COBISS 2014 largely (with rare exceptions) presented the use of many unnecessary loanwords with general (not strictly professional) meaning being unnecessary since the equivalents can be found in modern Slovenian language manuals. (4) The analysis of randomly selected proofreaders' texts in their advertising websites revealed a number of linguistic inconsistencies in the texts that have been proofread in terms of orthography, morphology, style and vocabulary. The fi ndings suggest the need for extreeme caution when selecting the proofreader, since the errors, regardless of the language level, have been found. The need for the introduction of an appropriate number of lessons of Slovenian language in all the study courses is of huge importance, since the only way to create a linguisticly sovereign writer/speaker is by acquiring relevant competences and consequently gaining the competence of communicating successfully. A literate and professionally qualified individual must be a fundamental objective of the Slovenian institutional educational system. [ABSTRACT FROM AUTHOR]