This paper deals with the ways in which minority students in the Danish public school system bring mono-lingually based norms into their poly-lingual peer group interaction. In sequential micro-analyses of interaction we show how the students use the voice of an authority in their reproduction and negotiation of linguistic norms. We base our analyses on the Bakhtinian concept of double-voicing, the Goffmanian concept of keying and Tholander's concept of subteaching. We discuss in detail the relation between the local practices of the students and the linguistic norms expressed in broader society, for instance in newspaper editorials and government papers. (PsycINFO Database Record (c) 2016 APA, all rights reserved)