Lexical change is the only constant: Language change in Norwegian lower secondary school textbooks.

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. [ABSTRACT FROM AUTHOR]