det norske språket

Modern Norwegian
The national breakthrough in the 1840s led to a linguistic renewal in several ways. Asbjørnsen and Moe's retelling of the folk tales provided the basis for the new Norwegian prose, which implemented Norwegian style in the traditional written language. At the same time, teacher Knud Knudsen took up the work for research in all areas of the language (vocabulary, word formation, inflexion, spelling, pronunciation).

Then from 1848 came the important works of Ivar Aasen over the Norwegian vernacular. Based on these works, which showed the connection between Old Norwegian and Norwegian dialects, Aasen built his landmark norm (first put forward in Samples of Landsmaalet in Norway, 1853). In his normal form, Aasen paid special attention to the dialects which stood in Old Norse almost as well in inflectional conditions as in sound conditions and vocabulary. 

Aasen's launch of a Norwegian written language, and Wergeland's and Knudsen's programs for gradual research of the Danish, led to two competing directions. In 1885, the national language was equated as an official language form by the Storting adopting the church committee's recommendation to the government: "The government is requested to adopt the necessary precaution that the Norwegian People's Language as a School and Official Language is equated with our ordinary Writing and Book Language" ("juxtaposition" ). In the primary school, the equivalence was established by the Primary School Act of 1892, which left it to the school board to decide whether land goals or bookmarks should be used as educational and textbook goals in the municipality. At the teacher schools, a written test in both cases was introduced by law in 1902, in the high school in 1907.

From the 1900s, the development has been marked by the major spelling reforms: 1901 for the national target, 1907 for the national target, a smaller one in 1910 for national targets, and then for both targets in 1917 and 1938, the last with revision in 1959 and for bookmarks in 1981 and 2005, in addition to some detailed revisions following proposals from the Norwegian Language Council. For national/local language the effect has been that from 1907 it is clearly a Norwegian written language and not a Danish. Where there is a discrepancy between historical spelling and regular pronunciation, both goals have approached pronunciation, and landmark / New Norwegian has gradually taken more account of East Norwegian speech and urban dialects.

From the beginning of the 20th century, efforts have been made to remove unnecessary differences between the two goals. The Norwegian Language Council (1952-1972) was to promote an approach between the two scriptural languages ​​"on the grounds of Norwegian vernacular"; The Norwegian Language Council (1972–2004) was to “support development trends that bring the goal forms closer together in the longer term”. Whether or not the goal was to be a "co-Norwegian" written language, and how soon it could be implemented, has been the major language issue in the interwar and post-war years. The reform in the bookcase in 1981 opened up to several traditional forms that had been closed out earlier, especially in 1938, and since then the main trend has been consolidation. In 2002, the Norwegian language council's approach clause was repealed by the Storting, and in 2005 some unused forms, especially approaches, were taken out of the ordinary.

While the linguistic reform work of the 19th century was strongly influenced by the initiative of individuals towards the authorities and the public (I. Aasen, K. Knudsen, DF Knudsen, Moltke Moe and others), the work in the 1900s has been run by publicly appointed committees and private language organizations, such as the National Assembly (from 1907), the Norwegian Målagag (from 1906) and the National Linguistic Collection (from 1959). The major decisions are now being made by the Storting as before. Opposition to official language policy and, in particular, to the mandate and work of the Norwegian Language Board has resulted in language conservative organizations on both sides having stayed away from the official language norms and driven private standards across them for periods. To create "language peace", the Minister of Church and Education set up the Helge Sivertsen Vogt Committee in 1964. Among the proposals made by the committee was the establishment of the Norwegian Language Council, which gained wide representation also from the language organizations. In 2005, the Norwegian Language Council was replaced by a smaller body without a council, but with a ministry-appointed board and a secretariat, called the Language Council.

In 1929, the Storting changed the official names of the language forms from national to Norwegian and from national to official.

The development of languages ​​in our time is strongly influenced by the influx of loan words, especially from English (Anglicanism) and Swedish (Swissism). Moving, commuting, mass media and other aspects of social development help to smooth out inequalities in speech. But large and fast-acting changes in school, working life and so on have created greater linguistic inequality between older and younger, working and non-working people. The language of mass media and administration exerts a stronger influence on the language community as a whole in our time than until about 1900. The tendency for complicated professional languages ​​to "invade" the general language, especially in print, ether-based and digital media, is balanced by simpler structures, for example.