Anglonormativity in Norwegian language education policy and in the educational trajectories of immigrant adolescents

Abstract In the Nordic countries, policy debates about English often highlight threat of domain loss for national languages, but high status may also have a differential impact on people in societies. This article investigates gap Norwegian upper secondary education, whereby an advanced subject requirement hinder graduation immigrant adolescents with little previous instruction, despite not being medium education Norway. The aim study is to examine and sheltered instruction as local solution such students. I use nexus analysis (Hult, 2015) analyze ethnographic data from one school that created ad hoc class. Data include field notes, classroom video audio recordings, language portraits, interviews leader, teacher, six draw decolonial theory (e.g., García et al., 2021; Santos, 2007), notably Anglonormativity (McKinney, 2017), trace discursive, interactional, personal scales. found class reflected discourses integration Anglonormativity, nonetheless offered greater affordances participation than mainstream Furthermore, comparing emphasis remediation students’ broader repertoires surfaced possibilities reframing students resourceful multilingual learners. discuss options might better address underlying issues epistemic justice, compared solutions limited increasing proficiency languages power like English.