Does the language of instruction in schools affect educational attainments? An empirical analysis of Norwegian students

Abstract

Norwegian has two written forms: Bokmål, which resembles the oral language in the cities, and Nynorsk, which resembles the oral language in rural areas of Western Norway. This study exploits this linguistic situation to test a hypothesis that discrepancies between non-standard oral language and standardised written language have negative effects on the educational attainment of young people. It compares the level of education completed at age 27 for a full population of 30,322 individuals who received their instruction in schools in either Bokmål or Nynorsk in rural municipalities of Southern Norway, while controlling for other factors. The findings show an educational disadvantage among students from rural areas with Bokmål instruction compared to similar Nynorsk areas. The study discusses possible socio-linguistic explanations for these findings and argues that language policies are important because they indirectly affect access to higher education. • Research suggest that disparities between oral language and language of instruction negatively affect educational outcomes. • This hypothesis can be tested in Norway because of its two written forms of Norwegian used in schools. • Findings on educational attainments among students from rural areas of southern Norway support this hypothesis. • Parental education levels and cognitive tests accounted for only some of these gaps in educational attainments.

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