Abstract
This article discusses the danger of subtractive English in higher education in Norway. If the use of a mother tongue as the medium of communication at the highest academic levels ceases, is drastically reduced and replaced through the use of a foreign tongue, we may speak of subtractive learning. If the mother tongue is being replaced by a foreign tongue in academic writing, in research and university level teaching, the mother tongue will stagnate. The vocabulary needed has not been allowed to develop at the highest academic level. The author maintains that the Norwegian language is threatened as an academic language and here discusses the following five phenomena, all contributing to this threat:
1. The increasing use of English words in Norwegian academic, bureaucratic or technological language.
2. The sale of more academic literature in English and stagnation of academic literature in Norwegian.
3. The recruitment of teaching staff who do not speak Norwegian.
4. The growth in Master degree courses taught in English.
5. The financial rewards being given to academic staff publishing in an international language (read: English) instead of in the mother tongue.
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Brock-Utne, B. The Growth of English for Academic Communication in the Nordic Countries. International Review of Education 47, 221–233 (2001). https://doi.org/10.1023/A:1017941523866
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DOI: https://doi.org/10.1023/A:1017941523866