GRAMMAR AND SPELLING CHOICES IN CONTEMPORARY CROATIAN LANGUAGE TEXTBOOKS

The language in textbooks should comply with the standard language norm more strictly, which results from the requirement to respect functional and stylistic features of textbook style, which is a substyle of scientific functional style, and from laws and bylaws regulating the requirements and standards for the development of textbooks as teaching resources. Different reasons, however, sometimes lead to different, yet normatively allowed linguistic and spelling solutions, that is, there is a possibility of choice. This paper discusses such, normatively allowed choices, which have been confirmed in contemporary Croatian language textbooks, developed according to the new curriculum since 2019. We tried to determine which certified grammar and spelling choices were confirmed in the textbooks and how much they follow the normative recommendations found in the grammar and spelling manuals published by the Institute of Croatian Language and Linguistics, given that these manuals were approved for school use. Attention is paid to the use of movable/optional vowel (‘navezak’) in the declension of adjectival words (words functioning as adjectives), the use of enclitics ju/je , non-contracted and contracted forms of possessive pronouns and the reflexive-possessive pronoun, the declension of the numbers dva , tri and četiri , the position of enclitics in a sentence, writing the diphthong after a consonant group ending in r (‘pokriveno r ’), writing nouns ending in dac , - dak , - tac , - tak , - tka and writing the negative particle ne with the enclitic form of the verb htjeti , Although the analyzed textbooks, as expected, to a large extent include the recommended choices complying with the norm, there are still differences in the consistency of the application of the rules, even within the same textbook, with occasional deviations from the prescribed norm. This points to the need for a more careful design of textbook language layer, especially if considering that the language of textbooks also contributes to the adoption of the standard and the acquisition and development of the student’s linguistic culture.


Introduction
The standard language norm prescribes what is correct and what is not correct at all language levels, including levels of phonology, morphology, syntax, word formation, vocabulary, pronunciation and spelling. The language, as Katičić pointed out more than fifty years ago, is normative by nature (1970: 130), and the standard language is consciously normed, "regulated by the norm, i.e. rules (spelling and grammar) and the list (normative vocabulary) that determines what can enter and what cannot enter the standard language" (Frančić et al. 2006: 24). In other words, based on the norm, it can be determined what is certified or correct in the confirmed practice, i.e. in what is said or written (cf. Katičić 1970: 130). Nevertheless, doubts arise in linguistic practice, which are not completely resolved even in normative manuals, which is also reflected in the areas of the standard language use. Grammar and spelling manuals sometimes allow different linguistic and spelling solutions, that is, they leave us a choice. Thus, in contemporary Croatian grammar manuals, there are differences in the normative approach to certain grammatical forms, for example, enclitics ju/je [her] (accusative forms of the personal pronoun ona [she]) and contracted and non-contracted forms of the possessive pronoun njezin (njen) [her] etc. Hrvatski pravopis [Croatian Spelling Manual] published by the Institut za hrvatski jezik i jezikoslovlje [Institute of Croatian Language and Linguistics] (Jozić, ed. 2013), 1 which was approved for school use, follows the principle of normative hierarchy, according to which the doublets occurring in practice should be assigned a respective normative status, resulting in recommended, allowed and equivalent variants. In the linguistic design of the text, this provides the possibility of choice. The areas of the standard language use are regulated by the functional norm, so that "each functional style, in addition to including a neutral, generally binding standard, has some recognizable features that make it different from other functional styles" (Frančić et al. 2006: 25). Functional styles of the standard language establish a more or less strict relationship with a neutral, generally binding standard and mutually differ in the degree of permissible individuality (cf. Frančić et al. 2006: 26). A high degree of permissible individuality and a less strict adherence to the norm are features of literary and conversational functional styles of the standard language, followed by the publicist, administrative and scientific functional styles "in which compliance with the norm is mandatory, and individuality is undesirable and reduced to a minimum" (Frančić et al. 2006: 27). School textbooks should be written using scientific, textbook-appropriate substyle (Tošović 2002: 266) or pedagogical substyle (Frančić et al. 2006: 281) of the scientific functional style, so the textbook language should be adjusted to the user, that is, the pupil, with its clear and simple way of expression (cf. Bakota 2011: 137), and it should be interesting, stimulating and motivating (Visinko 2006: 307). Textbook language should also be characterized by stricter compliance with the standard language norm, which results from the requirements for complying with the functional and stylistic features of the pedagogical substyle of the scientific functional style and from laws and bylaws regulating the requirements and standards for the development of textbooks as teaching resources. 2 This is why textbooks, in addition to language correction and text editing done by their author(s), also undergo official proofreading. The function of proofreading, Katičić argues, is not alien to linguistic activity because it "includes an essential part of correction and editorial work without which there is no speaking or writing " (1970: 133). Textbooks of all school subjects should cultivate a caring attitude towards the language in which they were written, because the language contributes to the development of students' linguistic and spelling habits; yet, Croatian language textbooks should excel in this, as their teaching content is precisely the standard language. Accordingly, it is expected that the Croatian language textbooks meet a stricter norm and offer an exemplary, carefully chosen language. However, how much are contemporary Croatian language textbooks, i.e. the textbooks that have been developed according to the new curriculum since 2019, 3 in line with the above expectations? Which certified grammar and spelling choices can be found in them? Do they use the solutions of the normative grammar and spelling manuals published by IHJJ, given that these manuals were approved for school use? This paper tries to answer these questions by considering several grammar and spelling indicators. As for grammar indicators, attention was paid to the use of movable vowels (navesci) in the use of adjectival words (words functioning as adjectives), enclitics ju/je, non-contracted and contracted forms of possessive pronouns and the reflexive-possessive pronoun, the declension of the numbers dva, tri and četiri [two, three and four] and the position of enclitics in a sentence. Spelling indicators include writing the diphthong after consonant group ending in r, writing nouns ending in dac, -dak, -tac, -tak, -tka and writing the negative particle ne with the enclitic form of the verb htjeti. The textbook sample consisted of primary and secondary school textbooks of Croatian language developed according to the new curriculum. Out of each group of textbooks with the same title, one textbook was selected as a representative of the respective textbook series. Among primary school textbooks, those for the fifth grade were chosen, among secondary school textbooks, those for the first grade of grammar schools and vocational schools were chosen. In total, ten textbooks were analyzed, including six primary and four secondary school textbooks. The analysis covers only texts written by textbook authors, not texts quoted from various sources used as linguo-methodical templates. The grammar choices in the textbooks were compared with contemporary grammar manuals: Hrvatska školska gramatika [Croatian School Grammar] (Babić et al. 1991) and Sintaksa hrvatskoga književnog jezika [Syntax of the Croatian Literary Language] (Katičić 2002). The spelling choices were compared with Hrvatski pravopis [Croatian Spelling Manual] published by IHJJ (Jozić, ed. 2013), 4 approved for school use, with Hrvatski školski pravopis [Croatian School Spelling Manual] (Babić, Ham and Moguš 2005) (Babić, Moguš and Ham 2008), previously approved for school use.

Use of movable/optional vowels in the declension of adjectival words
Navesci or movable/optional vowels (-a, -u, -e) can occur in the definite form of adjectives and in personal, possessive, demonstrative, interrogative, relative and indefinite pronouns functioning as adjectives, as well as in number one and ordinal numbers. They are generally considered a feature of a carefully chosen exemplary language and are therefore associated with those functional styles that foster a caring attitude towards the standard language norm. Regarding the use of movable vowels, the analyzed grammar manuals are substantially in agreement. Four of them explicitly mention this is the feature of a carefully chosen exemplary language. In Školska gramatika hrvatskoga jezika, it is stated that "In a carefully chosen expression, priority should be given to the genitive case with a movable vowel a, the dative case with a movable vowel u, the locative case without a movable vowel or with a movable vowel e" (Ham 2012: 54). Hrvatska školska gramatika published by IHJJ also prescribes the genitive case with a movable a, dative with a movable u, locative with a movable e, and states the following: "Movable vowels in masculine and neuter adjectives and pronouns functioning as adjectives in genitive (accusative), dative and locative is considered a characteristic of a carefully chosen style". It is also said that the use of movable vowels "should be consistent and movable vowels in adjectives and pronouns functioning as adjectives should be used in the same way in the same text" (Hudeček and Mihaljević 2019: 71). The grammar manual written by Silić and Pranjković associates the use of longer forms of possessive pronouns with a carefully chosen style when they are followed by a word in the same case, and when the second word is used in a shorter form, e.g. mojega dobrog prijatelja, mojemu dobrom prijatelju (2005: 125). In the Academy's grammar manual, it is noted that in a carefully chosen language, it is better to retain the distinction between dative and locative, so in the locative of masculine and neuter singular possessive pronouns, shorter forms should be used, and not mojemu, tvojemu, našemu, vašemu, which are the same as the forms used in the dative case. 6 The following is stated in Hrvatska gramatika with regard to the use of movable vowels in case endings: Longer endings in -a, -u, -e (shown in the tables in parenthesis) are used along with shorter ones. Longer forms of adjectives are usually used before words that begin with the same or a similar final sound of the word used in its shorter form, e.g. poslije velikoga gubitka krvi, uoči velikoga blagdana, na dobrome mjestu, starijemu momku bilo je 18 godina. When more adjectives follow one another, the longer form is often used in the first, and the shorter form in the second adjective, e.g. Rječnik hrvatskoga kajkavskog književnog jezika. (Barić et al. 2005: 180) In Gramatika hrvatskoga jezika, among other things, attention is drawn to the distinction between dative and locative: In some cases, shorter (mlâdog, mlâdom, mlâdim) and longer endings (mlâdoga, mlâdomu, mlâdome, mlâdima) are used. Considering this difference, the following should be remembered: In the Croatian language, in the dative singular, preference should be given to the longer ending (-omu, -emu), and in the locative singular to the shorter (-om, -em). The -ome ending is stylistically marked. When an adjective is nominalized, the preference should be given to the longer ending: Vidio sam dugoga. (…) (Težak and Babić 2016: 120) Therefore, it will be desirable to consistently use movable vowels in a carefully chosen style, caring about the distinction between dative and locative and about the use of a movable vowel in the first (adjective, pronoun, number) out of two or more words that occur together (e.g. hrvatskoga standardnog jezika). Moreover, when an adjective is nominalized or when pronoun forms are used independently, without a noun, then the longer ending should be preferred, as explicitly referred to by Težak and Babić, Silić and Pranjković 7 , as well as Barić et al.,8 who add that the longer forms are more common even when following a noun. In the analyzed textbooks, movable vowels are generally used frequently. The genitive case with a movable vowel occurs in all textbooks when the attribute is placed before the noun in the two-word syntagm: hrvatskoga jezika, dvominutnoga govora (Hrvatska krijesnica, 4, 15); iz polaznoga teksta (Hrvatske jezične niti, 16); iz hrvatskoga pravopisa (Hrvatski bez granica 1. dio, 48); komunikacijskoga bontona (Hrvatski za 5, 10); srednjega roda (Naš hrvatski, 18); iz drugoga kuta, tabličnoga životopisa (Fon-fon, 20, 23); od jednoga jezika (Hrvatski jezik i književnost, 30), rječničkoga članka (Lica riječi, 52), jezičnoga znaka (Putokazi, 7). 9 Only in one textbook, forms with and without movable vowels are equally used in such syntagms, which shows inconsistency: jezičnoga znaka (7), jezičnog znaka (12), neknjiževnog teksta (7), nekadašnjega glasa jata (11), nekadašnjeg jata (11), materinskog jezika (11), od jednog značenja (13), Prenesenog značenja (14), iz prethodnoga zadatka (19), ovog teksta (39), cjelovito pročitanoga djela, cjelovito pročitanog teksta (52) (Putokazi).
In three textbooks, also in accordance with the recommendations of grammarians, the first component of the syntagm is generally without a movable vowel: Although some textbooks show an effort not to use the same forms in the dative and locative cases, it can nevertheless be concluded, taking the analyzed corpus as a whole, that the rule on using movable u in the dative and e in the locative is not consistently implemented, and Hudeček, Mihaljević and Vukojević (1999: 87) have already warned of such practice in cultivated Croatian speakers. When forms of adjectives or pronouns follow a noun or stand alone, the analyzed textbooks almost regularly, according to the rule, give preference to longer forms: Završni je korak uređivanje napisanoga. (Hrvatski bez granica 1. dio, 30); Promotri jesu li istaknuti dijelovi futura prvoga u rečenicama jedan pored drugoga ili su rastavljeni. (Hrvatski bez granica 2. dio, 145); u dopisivanju prikazanome na slici (Hrvatski za 5, 29); o događaju prikazanome u stripu, pisanje futura prvoga (Naš hrvatski,19,98); uz pomoć primjera navedenoga u tablici (Fon-fon, 23); Koji je najsličniji hrvatskomu, a koji se od hrvatskoga najviše razlikuje? (Hrvatski jezik i književnost, 48); čije jezike nazivamo manjinskima (Putokazi,11).
Only at certain places shorter forms occur, which indicates that this has been overlooked, e.g.: rečenicama smisleno povezanim u cjelinu (Hrvatske jezične niti, 11); S nekim gramatičkim kategorijama karakterističnim za glagole (Fon-fon, 80); prema smjernicama povezanim s razumijevanjem teksta (Lica riječi, 28); smatraju ih ravnopravnim (Lica riječi, 22). In the most extensive experimental study so far on the use of adjective allomorphs in literary, publicist and other texts conducted twice by Težak (1983Težak ( /1984Težak ( and 2004Težak ( /2005, it was found that linguistic practice in this regard is indeed varied (2005: 75). In comparison, contemporary textbooks of the Croatian language, given that they mostly use movable vowels, quite consistently in the genitive and less consistently in the dative and locative cases, nevertheless give an image of greater consistency.

Use of the enclitics ju/je
The normative approach to the accusative of unaccented forms of feminine personal pronoun ona is somewhat different in school grammars. Namely, the grammars accept the limitations according to which the enclitic ju is used after the word that ends in -je or in front of the unaccented form of the present tense je, but when there are no such limitations, the normative advantage is given to ju in Težak and Babić, 10 who explain this with being systematic (according to the accented form nju). Ham also gives advantage to the form ju. 11 In contrast, Hrvatska školska gramatika published by IHJJ and Hrvatska gramatika by Barić et al. (2005: 210) give preference to the form je because it is stated that the unaccented form of the pronoun ona in accusative is je, and the form of the pronoun ju is related to the already mentioned limitations. 12 Silić and Pranjković, without giving any of the two forms a normative advantage, allow both forms je and ju when it is not preceded or followed by a syllable je. 13 In the Academy's grammar, attention is drawn to the fact that where enclitic je is normally used, in older writers ju can be found (Babić et al. 1991: 648), therefore, giving a normative advantage to enclitic ju is actually a revival of the 10 Cf.: "The form ju has the advantage because it is systematic (according to the accented nju), while the form je is taken from the genitive (according to the accented nje)." (Težak and Babić 2016: 126-127) 11 Cf.: "In the accusative of the singular feminine gender, there are two enclitics: ju, je. Both forms can be used equally, but priority should be given to the enclitic ju." (2012: 60) 12 Cf.: "The unaccented form of the pronoun ona in accusative is je, and the form ju is used in front of the je form of the auxiliary verb to be, e.g. On ju je volio. and when following the syllable je, e.g. Nije ju volio." (Hudeček and Mihaljević 2019: 78) 13 Cf.: "The form je as the unaccented form of the accusative singular of feminine gender is used everywhere, except when occurring with je. In such cases, the form ju is used: Vidio ju je; Koje ju dijete zanima?; On ju jede kad god treba. However, ju can also be used when there is no je: Često ju pita za savjet." (Silić i Pranjković 2005: 121) Croatian tradition, which has been suppressed by a rule established since the time of Maretić. 14 In the analyzed textbooks, the unaccented form ju is used following the rule accepted in all grammars, that is, in front of the form of the auxiliary verb to be (je) and where ju is preceded by a syllable je, for example: koja ju je rješavala (Naš hrvatski, 21); u kakvome ju je pošiljatelj (Hrvatski jezik i književnost, 18); prije nego što ju je on našao (Lica riječi, 176); određuje ju (Putokazi,241). In positions where there is a possibility of choice, the enclitic ju is used in five textbooks (Table 1) and je in four of them (Table 2), 15 while in one textbook both forms are used: Izreci ju pred razredom.
(53); da bi je moglo zanimati (14); Prepričaj je u prvoj osobi jednine. (19) (Hrvatska krijesnica), which shows that differences in the normative approach to enclitics ju/ je in grammars are also reflected in contemporary Croatian language textbooks. Consistency in the use of a particular form indicates a conscious choice, so it can be argued that four textbooks follow the norm prescribed by Hrvatska školska gramatika published by IHJJ and five textbooks follow the one prescribed by Težak and Babić's grammar and Sanda Ham's grammar.  14 Cf.: "For the enclitic form of the sing. feminine accusative, the word je is used; for example, vidim je; molili smo je etc. Instead of je, the form ju is used in front of the verb form je, so as not to have two je forms together, for example, danas ju je vidio; ako ju je našao etc. It is not good, that this ju is allowed sometimes also outside this case, for example, vidim ju; molili smo ju." (Maretić 1913: 72) 15 In the textbook Fon-fon, a distinctly predominant form is je, and the form ju is used only once (Kada ju promatramo, 107). In contrast, in the textbook Hrvatski bez granica, the form ju prevails, and the form je is used in the sentence Ispričaj je u prošlome vremenu uz pomoć fotografija. (Part 2, 137). The form je is also used in this textbook in the sentence Prepričavaju je svojim riječima pa se njihova priča razlikuje od tvoje, iako su u bitnim pojedinostima obje priče iste. (Part 2, 131), which is in accordance with the rule according to which the enclitic je is used when the enclitic ju occurs in front of a word ending in ju (cf. Ham 2012: 60). (180); sa svojim ustrojstvom koji ju čini rečenicom (181); riječ se iz jednoga jezika posuđuje u drugi jezik koji ju prilagođava (139); Čine ju (187); Smatra li osoba da ju jezik određuje? (274) Putokazi koji se dodaje imenskoj riječi u rečenici i određuje ju po nekome svojstvu (241)

Non-contracted and contracted forms of pronouns
The following passages will discuss possessive pronouns and the reflexive-possessive pronoun that can have non-contracted (mojega, mojemu, o mojem; tvojega, tvojemu, o tvojem; svojega, svojemu, o svojem) and contracted forms (moga, momu, o mom; tvoga, tvomu, o tvom; svoga, svomu, o svomu) in oblique cases and pronoun njen where noncontracted and contracted forms occur also in the nominative (njezin/njen, njezina/ njena, njezinu/njenu, o njezinu/o njenu). Only in one of the analyzed grammars, Hrvatska školska gramatika published by IHJJ, there is a normative note about contracted forms of the pronoun njezin saying that such forms belong to the conversational style, so a stricter norm does not recommend the use of the form njen: "The possessive pronoun njen belongs to the conversational style, and in the styles in which the rules of the Croatian standard language are applied more consistently, it is better to use the pronoun njezin" (Hudeček and Mihaljević 2019: 89). In all other analyzed school grammars, including the Academy's grammar and grammar written by Barić et al., there are no normative notes for the use of njen, and non-contracted forms are listed along with contracted forms of the pronoun njezin/njen, as well as pronouns moj, tvoj and svoj. 16 Thus, in the contemporary grammatical description and prescription, a normative approach prevails that does not give preference to any of these forms of pronouns. Consequently, a question can be raised whether there is sufficient ground to argue that a stricter norm requires the use of longer forms of the pronoun njezin. Table 3 shows that non-contracted forms are used much more in the analyzed textbooks than contracted forms, because even in the five textbooks in which the contracted forms are used, the non-contracted ones predominate in possessive pronouns tvoj and njezin and in the reflexive-possessive pronoun svoj. The form njen has not been confirmed in the textbook use, which indicates that contemporary Croatian language textbooks follow the norm prescribed by Hrvatska školska gramatika published by IHJJ. Moreover, giving preference to longer forms of pronouns tvoj and svoj shows the tendency to align other forms of pronouns with the longer, non-contracted forms of the possessive pronoun njezin.

Declension of numbers dva, tri and četiri
Numbers dva, tri and četiri are often not declined in practice, which, as explained by Barić et al., is "a consequence of the gradual disappearance of the inflected forms of numbers and their transition to non-inflected words" (2005: 217), but the authors also note that in a carefully chosen language, preference is given to declined forms (2005: 217). The declension of numbers dva, tri, četiri (and oba, obje, obadvije) is associated with a carefully chosen language and in the Academy's grammar as well, and failing to decline them is considered a feature of the conversational language: "Numbers dva, tri, četiri, oba, obje, obadvije are also used as non-inflected words, but this is more a feature of the conversational language. They should be removed in a careful, nourished language, especially when they come without prepositions" (Babić et al. 1991: 666). If a number comes with a preposition, then, in two school grammars, Silić and Pranjković's and Ham's, it does not have to be declined: "If numbers come with prepositions in cases, the declension of the numbers is not mandatory" (Silić and Pranjković 2005: 143); "If a number comes with a preposition, it can be declined, but it does not have to be" (Ham 2012: 71). In Hrvatska školska gramatika published by IHJJ, there is no note on the connection between the preposition and the number, and it is stated that the numbers dva, tri and četiri are declined in the standard Croatian language. 17 This is also the case in the grammar written by Težak and Babić (cf. 2016: 134). It can therefore be argued that the declension of numbers dva, tri and četiri is a feature of a chosen, cultivated language and a sign of adherence to stricter norms. The analyzed textbooks also differ in the declension of the mentioned numbers. When a number comes without a preposition, it is properly declined. In the textbook Lica riječi, there is an expression u dva mandata (127), but a number with a preposition is usually declined in that textbook, so this is an isolated example and probably has been overlooked. Therefore, the rule on the declension of numbers dva, tri and četiri, regardless of whether the preposition is in front of the number or not, is almost fully respected in nine out of ten textbooks analyzed, so they provide a model of a carefully chosen exemplary language in this regard.

Word order of enclitics in a sentence
There are no differences in the basic rules on the order of enclitics in a sentence among the analyzed grammar manuals. 18 Enclitics are usually placed behind the first accented word in a sentence (cf. Katičić 2002: 527;Barić et al. 2005: 595;Silić and Pranjković 2005: 374;Težak and Babić 2016: 285;Hudeček and Mihaljević 2019: 220), and if they can easily lean on the word in front of them, they can occur in any other place in the sentence, most often behind the verb. Since they do not have an accent of their own, they cannot occur in the beginning of the sentence or the beginning of the sentence part after the pause, which is further explained in the grammar by Težak and and Babić: "This means that enclitics cannot come behind commas, parentheses, inserted clauses, listing, longer syntagm, etc." (2016: 286). Grammars also state that enclitics can split closely related syntactic structures, e.g. separate attributes and appositions from the words they relate to (cf. Težak and Babić 2016: 285-286) or parts of indefinite pronouns and adverbs (Katičić 2002: 527), which is a feature of a careful and polished expression (cf. Katičić 2002: 527). If the enclitic is placed behind the entire first syntagm, which is taken as a whole, for example, Tihi vjetrić je mrsio kose zadubljenog svirača, Katičić argues, this is a stylistic feature of the substandard conversational spoken expression (2002: 528). Silić and Pranjković state that such position of enclitics is a feature of the spoken language, which is subject to logical regulations, so in the spoken language the enclitic comes "where the logical sequence of thought dictates" (2005: 374). Differences in grammars are only observed when it comes to inserting an enclitic between first name and last name. On the one hand, Katičić believes that the enclitics "can even separate the name from the surname, without damaging the connection between them in any way", which is exemplified in the sentence Ivan je Mažuranić bio prvi ban pučanin (2002: 527), while Silić and Pranjković cite the sentences Ivan je Ivanović čitao knjigu u čitaonici and Ivanović je Ivan čitao knjigu u čitaonici (2002: 527), as examples in which the position of the enclitic was determined by respecting the regulations of rhythm and melody to which the written language is subject (2005: 374). Barić et al. and Hudeček and Mihaljević, on the other hand, claim that putting the enclitic between the first and last names is stylistically marked. 19 Silić and Pranjković also refer to sentences in 18 Word order in a sentence is not included in Školska gramatika hrvatskoga jezika written by Sanda Ham. 19 Cf.: "With regard to the position of enclitics, those sentences in which the enclitic occurs between first and last names are considered stylistically marked: Luka bi Šušmek polazio u šetnju da namigne kojoj curi. (S. Kolar) Prema rasporedu, Goran bi Ivanišević trebao igrati sutra. (HTV, August 1993)" (Barić et al. 2005: 598); "Separating first and last names with an enclitic, e.g. Ana je Horvat ušla u razred., which there is equality in meaning between the subject and predicate syntagm, and conclude that in this position, only the accented forms of the auxiliary verb to be occur. They illustrate this with the following example: Slatkovodna riba jest riba koja živi u slatkoj vodi (2005: 374).
In the analyzed textbooks, enclitics in sentences are mostly positioned according to the rules. They are often found behind the first accented word in a sentence or clause so that they separate attributes from the words to which they are more closely related: The separation of the name and the surname using enclitics was not recorded in the analyzed textbooks.

Spelling choices
When it comes to the spelling choices analyzed here, it can be seen how spelling manuals approved for use in schools, Hrvatski školski pravopis by Stjepan Babić, Sanda Ham and Milan Moguš (in use until 2013) and Hrvatski pravopis published by IHJJ (later in use) differently approach writing the diphthong behind a consonant group ending in r and writing the negative particle ne with the enclitic form of the verb htjeti, while they are uniform when it comes to writing nouns ending in -dac, -dak, -tac, -tak, -tka. Hrvatski školski pravopis states that the sound e is written instead of ije only in the forms and derivatives of four words, vrijeme > vremena, privrijediti > privreda, upotrijebiti > upotreba, naprijed > napredak, while in the forms and derivatives of other words with a diphthong behind a consonant group ending in r, the diphthong is reduced to je, e.g. brježuljak, crjepovi, grješnik, oprječan, pogrješka i dr. (2005: 23). Hrvatski pravopis published by IHJJ prescribes writing e in such cases, e.g. : brijegbregovit, brežuljak; crijep -crepar, crepić; grijeh -greška, pogreška; prijek -naprečac, opreka, prečica, prepreka, zapreka (2013: 19), which is the recommended variant, but due to the confirmation in practice, je can also be used, 20 which is the allowed variant. The recommended variant has a normative advantage, so the authors of Hrvatski pravopis recommend it for school and general use (cf. 2013: VIII).
In the analyzed textbooks of the Croatian language, words with the diphthong following a consonant group ending in r are mostly written in accordance with the variants recommended in Hrvatski pravopis published by IHJJ, and thus the following forms with e are used: It can be argued that, unlike previous Croatian language textbooks, which in writing the diphthong after a consonant group ending in r and writing negative particle ne separately from the unaccented form of the verb htjeti predominantly followed the norm prescribed by Hrvatski školski pravopis (2005)

Conclusion
The analyzed textbooks of the Croatian language show an effort to use movable vowels in accordance with the recommendation stated in Hrvatska školska gramatika published by IHJJ, but the consistent use of the movable vowels, especially in the dative and locative cases, was not achieved. The enclitic form of ju is confirmed in a slightly larger number of textbooks than the form je, so in this respect textbooks only partially follow the norm prescribed by Hrvatska školska gramatika published by IHJJ.
On the other hand, in all textbooks, only the non-contracted form of the possessive pronoun njezin prescribed by this grammar is used. The norm is also followed in the declension of numbers dva, tri and četiri because they are declined both when a number is preceded by a preposition and when it is not preceded. Textbooks generally follow the rules on word order of enclitics in a sentence, whereby there are no significant differences among the analyzed grammars, but in two textbooks, there are examples of positioning enclitics without following the rules. The spelling choices in the textbooks are aligned with the variants recommended in Hrvatski pravopis published by IHJJ, so that the forms with e prevail in writing the diphthong after a consonant group ending in r and writing the negative particle ne as a single word with the enclitic form of the verb htjeti. Nouns ending in -dac, -dak, -tac, -tak, -tka are written without omitting consonants d and t, but writing such nouns is prescribed both in Hrvatski pravopis published by IHJJ and in Hrvatski školski pravopis that was previously approved for use in schools. Although in the contemporary Croatian language textbooks, the normatively recommended choices are substantially confirmed, which is expected, there are still differences in the consistency of the application of the rules, even within the same textbook, and there are deviations from the prescribed norm at certain places. This points to the need for a more careful design of the language layer of textbooks, especially if considering that the language of textbooks also contributes to the adoption of the standard and the acquisition and development of the student's linguistic culture. Tables   Table 1. Use of the enclitic ju in textbooks Table 2. Use of the enclitic je in textbooks Table 3. Use of non-contracted and contracted forms of possessive pronouns and the reflexive-possessive pronoun GRAMATIČKI I PRAVOPISNI IZBORI U SUVREMENIM UDŽBENICIMA HRVATSKOGA JEZIKA Sažetak Udžbenički se jezik treba odlikovati strožim odnosom prema standardnojezičnoj normi što proizlazi iz zahtjeva za poštivanjem funkcionalnostilskih značajka udžbeničkoga podstila znanstvenoga funkcionalnog stila i iz zahtjeva zakonskih i podzakonskih akata kojima se određuju zahtjevi i standardi za izradu udžbenika kao nastavnih sredstava. Različiti razlozi međutim katkada dovode do različitih, a normativno dopuštenih jezičnih i pravopisnih rješenja, to jest pružaju mogućnost izbora. U ovome se radu razmatraju upravo takvi, normativno dopušteni izbori koji se potvrđuju u suvremenim udžbenicima hrvatskoga jezika što se od 2019. godine izrađuju po novom kurikulu. Pritom se nastojalo ustvrditi koji se ovjereni gramatički i pravopisni izbori u njima potvrđuju te koliko su oni u skladu s normativnim preporukama gramatičkih i pravopisnih priručnika Instituta za hrvatski jezik i jezikoslovlje s obzirom na to da su ti priručnici odobreni za školsku uporabu. Pozornost je posvećena uporabi navezaka u sklonidbi pridjevnih riječi, zanaglasnica ju/je, nestegnutih i stegnutih oblika posvojnih zamjenica i povratno-posvojne zamjenice, sklonidbi brojeva dva, tri i četiri, položaju zanaglasnica u rečenici, pisanju dvoglasnika iza pokrivenoga r, pisanju imenica na -dac, -dak, -tac, -tak, -tka i pisanju niječnice ne uz zanaglasni oblik glagola htjeti. Iako se u analiziranim udžbenicima u znatnoj mjeri potvrđuju normativno preporučeni izbori, što je i očekivano, ipak ima razlika u dosljednosti primjene pravila, pa i unutar istoga udžbenika, a gdjegdje i odstupanja od propisane norme. Navedeno upućuje na potrebu pomnija oblikovanja jezičnoga sloja udžbeničkoga teksta, osobito ima li se u vidu da i jezik udžbenika pridonosi usvajanju standarda te stjecanju i razvijanju jezične kulture učenika.