Abstract
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 linguistic experiment.
It focuses the role of a teacher as the norm-implementing and even norm-establishing authority and at the same time as an arguing power.