The Implementation of Linguistics in Norwegian National Curricula

Abstract

Abstract Norway is characterized by its rich linguistic diversity, both in terms of dialect usage and old and new multilingualism. This chapter asks how the linguistic variation present in Norway is reflected in legislation related to education and in national curricula. Several aspects of linguistic variation and tolerance are reflected in legislation, for instance in the explicit rights of pupils and teachers to use their dialect in the classroom, and in the rights of pupils with other first languages than Norwegian to adapted education. While curricula explicitly mention and value linguistic variation, we find that linguistic terminology is mostly used in connection with writing, and valued as a form of metalanguage. The chapter discusses how linguists can work within teacher training programs in order to strengthen the position of linguistics in Norwegian classrooms.