Abstrakt
The paper introduces to a research about what is presented to students at Czech secondary schools as the norm of the German, further who or what and for what purpose decides about this norm and how this decision looks like. The theoretic-methodological base was the Klaus Gloy's concept of Language Norm, Ulrich Ammnon's model of Social Power Field, the Language Management Theory and the Methodology of Follow-up Interview.
It focuses the role of a teacher as the norm-promoting and even norm-establishing authority and at the same time as an arguing power. The research has shown, among other things, that primarily teachers and then textbooks and dictionaries play an important role by teaching German in this social power field.
A part of the teachers promotes the norm of standard German, whilst the second part establishes it without realizing. In this case, the norm presented to students is monovariant, from various reasons, including didactic.
The teachers demand from themselves a deeper knowledge of German than from their pupils. They are by them tolerant with regard to communicative-pragmatic conditions of teaching and level of knowledge in the class.
They distinguish between relevant and irrelevant linguistic variable (phenomena), whilst they demand only basic knowledge from their pupils. Ideas about what these fundamentals are, however, vary among teachers.