Native-speakerism in the Norwegian subject teacher training program

Abstract In this article, we examine the language policy that underlies the training of Norwegian teachers in Norwegian primary and lower secondary schools. Based on a critically oriented document analysis of current policy documents, we consider (1) the language competence required to work as a Norwegian teacher, and (2) what can be inferred from the required language competence about the principles for the recruitment and training of Norwegian teachers. We interpret our findings as an expressi