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Article published In: Historical Linguistics at School
Edited by Theodore Markopoulos and Brian D. Joseph
[Pedagogical Linguistics 6:2] 2025
► pp. 231–253

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Lexical change is the only constant

Language change in Norwegian lower secondary school textbooks

ORCiD logo with link | University of South-Eastern Norway
 | Oslo Metropolitan University
 | Oslo Metropolitan University
Published online: 31 October 2024
DOI logo with link
https://doi.org/10.1075/pl.24003.vin
Abstract
In this study, we look at how language change is presented in two commonly used textbooks for Norwegian lower secondary school. Through thematic content analysis, we look at how linguistic change is presented as opposed to purely synchronic descriptions, as well as how linguistic changes are exemplified. We also look at which language periods are emphasized and how they are discussed. Our findings show that the textbooks mostly discuss languages as static systems and underemphasize how and why languages change. The changes that are presented are overwhelmingly lexical, while phonological, morphological, and syntactic changes are rarely mentioned. The explanations for change provided by the textbooks are mostly external to the linguistic system, such as language contact and politics. Lastly, the descriptions of language tend to be graphocentric. We discuss how this might contribute to a static and normative view of language among students.
Article outline
  • 1.Introduction
  • 2.Background and previous research
    • 2.1Norwegian language history
    • 2.2Present-day linguistic variation in Norway
    • 2.3The Norwegian school system
    • 2.4Language history in the curriculum
  • 3.Data and method
  • 4.Findings and discussion
    • 4.1How much emphasis is given to language history in the textbooks?
    • 4.2The synchronic and diachronic perspective
    • 4.3Lexical vs. other types of change
  • 5.Conclusion
  • Acknowledgements
  • References
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