Special language education can give your child enhanced instruction in Norwegian and, when needed, instruction in a language the child already knows. The right applies to pupils whose mother tongue is not Norwegian or Sami and who do not know Norwegian well enough to follow ordinary teaching. The school assesses the need and makes a decision.

What is special language education?

Special language education is support for pupils who need more Norwegian to participate in teaching. It is intended to help the child with language, subjects and belonging at school.

The arrangement applies in primary and lower secondary school and upper secondary education. The child does not have to be newly arrived to have this right. What matters is whether the child knows Norwegian well enough to follow ordinary education. The right lasts until the child has sufficient Norwegian skills, not merely for a set number of months or years.

This comes after the child has been given a school place. If you have just arrived in the country, first read about newly arrived children's right to school. Once the school knows the child's language and educational background, it must, together with the municipality or county municipality, assess which education is suitable.

Enhanced instruction in Norwegian is always part of the offer

Enhanced instruction in Norwegian is the part of special language education that must always be included. The child receives teaching adapted to Norwegian as a second language so that they can better understand the teacher, subject terms and assignments.

This is not the same as taking the child out of ordinary subjects all day. The instruction can be organised in different ways. Some receive extra Norwegian in a smaller group. Others receive support in the classroom. How it is done must suit the child's age, Norwegian level and educational needs.

The school may use an assessment tool in basic Norwegian to see what the child needs. Udir has made this as a free support tool for schools. It can help the teacher assess whether the child needs special language education, which support is appropriate and when the child is ready for ordinary Norwegian instruction. The tool is not a test that you as a parent must prepare the child for.

Mother-tongue instruction and bilingual subject teaching

In addition, the child may be entitled to mother-tongue instruction, bilingual subject teaching or both when necessary. Mother-tongue instruction means teaching in the child's first language. Bilingual subject teaching means that the child receives help with a subject both in Norwegian and in a language the child knows well.

This can be particularly important in mathematics, science or social studies. The child can then learn new subject terms in Norwegian without losing their understanding of the subject itself. It is support for learning, not a sign that the child is doing poorly at school.

There are two practical differences that many parents do not know. Bilingual subject teaching must be provided at the school the child normally attends. Mother-tongue instruction, on the other hand, may be provided at another school. If the school lacks suitable staff, mother-tongue instruction and bilingual subject teaching may in some cases be provided as distance learning. Ask the school how the arrangement will work for your particular child.

The school must make a decision and reassess

The municipality or county municipality must make an individual decision when the child receives special language education. A decision is a written response explaining what education the child receives and why.

The decision must be specific enough for you to see the type of support, its extent or number of hours, and how the teaching is organised. It may also say whether teaching takes place in the class, in a group, at another school or as distance learning. This allows you to understand what the child actually receives, not just the name of the arrangement.

This is important because it allows you to understand the offer, ask questions and appeal if you believe the child is not receiving the right they have. The school must also regularly assess whether the child can now follow ordinary education. There is no single national threshold for when Norwegian is “good enough”. The assessment must be specific and professionally based.

Ask to have the decision explained in plain language. Parents must receive information about the education. If you need an interpreter to understand a meeting, decision or school message, say so well in advance. SamfunnPrep explains how interpreting in kindergarten and school can be used, and why you should not let a child interpret for adults.

What happens in lower secondary school?

Pupils in grades 8–10 with a decision on special language education are automatically exempt from instruction in foreign languages, in-depth study or working life subjects. They are also exempt from writing instruction in Nynorsk. The pupil does not need to apply for this exemption, but may choose to follow the ordinary subjects if they wish.

Instead of the subjects the pupil does not participate in, the school must provide enhanced instruction in English, Norwegian, Sami, Kven, Finnish, Norwegian Sign Language or another language the pupil already knows. The child and parents must receive information before deciding. Therefore, talk to the contact teacher about what suits the child's plans, wellbeing and further education.

When can the child be exempt from grades?

A minority-language pupil in compulsory school who starts education in Norway in the second half of the school year is entitled to exemption from assessment with grades in all subjects until the end of that school year when the pupil or parents request it. The exemption is not automatic.

If the education is organised as introductory education, the pupil is entitled to exemption from assessment with grades throughout the period of introductory education when the pupil or parents request it. In upper secondary education, this rule does not provide exemption from final grades. Ask the school to explain what exemption means for the child's future choices. For a broader overview of stages and choices, use SamfunnPrep's explanation of the school system in Norway.

How you can work with the school

You can help the child most by being curious, not by having to know perfect Norwegian yourself. Ask what the child can do in Norwegian now, which subject terms are difficult and what support the school proposes. Bring previous certificates or information about schooling if the school asks for it.

Use this list before or during a meeting:

  • Ask whether the child has a decision on special language education, and ask for a copy.
  • Ask whether the child receives enhanced instruction in Norwegian, mother-tongue instruction, bilingual subject teaching or a combination.
  • Ask where and when the teaching takes place, how many hours the child receives and whether another school or distance learning is relevant.
  • Ask for an interpreter if you do not understand the information well enough.
  • Agree when you will speak together again about progress in Norwegian and subjects.

At home, the child can listen to Norwegian, read short texts, take part in leisure activities and retain their own language. Both languages are resources. You can find more safe ways to practise Norwegian in the article about learning Norwegian for free.

Language support should provide participation, not exclusion

Special language education should make it possible to learn and take part in the class. Good language support is therefore about grammar, friends, academic achievement and the courage to participate. If the child is taken out of the class, you can ask how the school also ensures belonging in the class community.

It is normal for needs to change. The child may need a great deal of help at first and less later. A new decision or a new assessment does not mean that anything is wrong. It should show that the education follows the child's development.

At SamfunnPrep's tools, you will find simple overviews of everyday life in Norway. Here, the family can also find words and topics that often arise in school, work and social studies. The aim is for you to meet the school with questions, rights and a better overview.