{"id":11706,"date":"2026-09-21T08:47:10","date_gmt":"2026-09-21T07:47:10","guid":{"rendered":"https:\/\/franskkulturhus.no\/?p=11706"},"modified":"2026-09-21T08:47:12","modified_gmt":"2026-09-21T07:47:12","slug":"podcast-what-future-for-foreign-languages-in-norwegian-schools-a-conversation-with-selma-tanovic","status":"publish","type":"post","link":"https:\/\/franskkulturhus.no\/en\/podcast-what-future-for-foreign-languages-in-norwegian-schools-a-conversation-with-selma-tanovic\/","title":{"rendered":"Podcast: What future for foreign languages in Norwegian schools? A conversation with Selma Tanovic"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\"><strong>In this new episode of <em>Fransk-norsk kaf\u00e9<\/em>, we welcome back Selma Tanovic. This time, she joins us as President of the Norwegian Association of French Teachers to discuss an issue currently attracting considerable attention among language teachers in Norway: the place of foreign languages in the future Norwegian school system.<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Several processes are taking place at the same time. At lower secondary level, the Norwegian Directorate for Education and Training (Udir) is considering how foreign languages should be organised in the future. At upper secondary level, a consultation concerns, among other things, foreign-language requirements for pupils who did not study a foreign language at lower secondary school. At the same time, Norway is considering broader changes to the structure and content of upper secondary education.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Language teachers&#8217; associations are particularly concerned about the possible long-term consequences of greater freedom of choice. Selma describes a potential paradox: if fewer pupils choose foreign languages, schools may find it more difficult to maintain classes in French, German or Spanish. This could mean fewer teaching hours, fewer language teachers and weaker professional environments. Eventually, pupils who actually want to study a particular language could find that it is no longer offered at their school.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The discussion therefore also raises a broader question: what skills will Norway need in the future? Selma argues that 13- or 16-year-olds cannot necessarily know which studies, careers or skills they will need ten years later. Language and intercultural skills can play an important role in higher education, professional life and international cooperation. From this perspective, the debate is not simply about protecting French, German or Spanish as school subjects, but about Norway&#8217;s future linguistic and intercultural competence.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<h2 class=\"wp-block-heading\">A campaign involving several language communities<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The Norwegian Association of French Teachers is working alongside the associations for German and Spanish teachers, the Norwegian Centre for Foreign Languages in Education, ANSA and other organisations. Meetings and information activities have taken place in several Norwegian cities, while universities, parents, cultural organisations, businesses and international communities are also being invited into the discussion.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Selma also stresses that the associations are not opposed to freedom of choice itself. Their request is that the long-term effects of structural changes be carefully assessed: What could happen to language provision in smaller schools? To the recruitment of language teachers? To universities and student mobility? To working life? And what language skills will Norway need twenty years from now?<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>The process remains open. Contributions to Udir&#8217;s broader discussion about the future of upper secondary education can be submitted until 1 November 2026, while the two current processes specifically concerning foreign languages are open until 20 November 2026.<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Readers can visit the collective <strong>Redd Fremmedspr\u00e5kene <\/strong>website to learn more about the language associations&#8217; arguments and activities. Udir also provides the proposals and official channels for submitting feedback, while ANSA has launched a petition concerning the place of foreign languages in upper secondary education.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Listen to this episode and suscribe to the podcast on Spotify, Apple Podcasts, YouTube and many other platforms! <\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<figure class=\"wp-block-embed is-type-rich is-provider-spotify wp-block-embed-spotify wp-embed-aspect-21-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe title=\"Spotify Embed: Hva skjer med fremmedspr\u00e5kene i norsk skole? - Med Selma Tanovic\" style=\"border-radius: 12px\" width=\"100%\" height=\"152\" frameborder=\"0\" allowfullscreen allow=\"autoplay; clipboard-write; encrypted-media; fullscreen; picture-in-picture\" loading=\"lazy\" src=\"https:\/\/open.spotify.com\/embed\/episode\/1aE8Fe251UtuAmwYeZK0PX?si=4480133f26fe492a&amp;utm_source=oembed\"><\/iframe>\n<\/div><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Read more<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Redd Fremmedspr\u00e5kene: <a href=\"https:\/\/xn--fremmedsprk-68a.no\/#utforsk\">https:\/\/xn--fremmedsprk-68a.no\/#utforsk<\/a><\/li>\n\n\n\n<li>Franskl\u00e6rerforeningen: <a href=\"https:\/\/fransklaereren.no\/\">https:\/\/fransklaereren.no\/<\/a><\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>In this new episode of Fransk-norsk kaf\u00e9, we welcome back Selma Tanovic. This time, she joins us as President of the Norwegian Association of French Teachers to discuss an issue currently attracting considerable attention among language teachers in Norway: the place of foreign languages in the future Norwegian school system. Several processes are taking place [&hellip;]<\/p>\n","protected":false},"author":3,"featured_media":11701,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[202],"tags":[],"class_list":["post-11706","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-podcast-2"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.8 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Podcast: What future for foreign languages in Norwegian schools? 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