Language is a tricky thing. I'm kind of like Stupot's teacher insofar as I have a degree in Japanese Linguistics from a relatively well known university for Linguistics in Japan. In general, the linguists who have mastered a language as a second are actually far more qualified to teach about the language than native speakers, even though natives are more likely to be accepted because they've been speaking the language themselves for their entire lives (usually). This isn't to say that it's always the case - a lot of the time any jackass with a degree can get the job because they're called for - It's duly the case for English in the rest of the non-English speaking world.
What you should expect to see is the people who have gone through the process of language learning (as opposed to aqcuisition) will have a much more solid grasp of the grammar and its structures because they have had a point in their lives that they are forced to think of the language in terms of quantifiable rules, and are more likely going to be able to break down a language into its base parts. A native speaker, on the other hand, will be forced to take a skill that they already have and try to break it down into segments, which is a much more difficult task because we're faced with our own language issues and have trouble looking at something that seems 'natural' from a detached standpoint.
An ideal setup would be one person who has taken the time to master the language through tertiary means, and another who is a native speaker, so that you have a solid theory base as well as someone who has the 'clout' for being a native, who can give you the colloquialisms, and teach you how to speak incorrectly, correctly.
I have a feeling that your teacher has a language block, so to speak - possibly even a very mild type of paraphasia that screws up their listening/language reproduction. They can't tell that they're saying it wrong, and may think that they're hearing one thing that means another - it's the only reason I can really think of that would lead them to believe 'norse' has a 'D' in it.
What you should expect to see is the people who have gone through the process of language learning (as opposed to aqcuisition) will have a much more solid grasp of the grammar and its structures because they have had a point in their lives that they are forced to think of the language in terms of quantifiable rules, and are more likely going to be able to break down a language into its base parts. A native speaker, on the other hand, will be forced to take a skill that they already have and try to break it down into segments, which is a much more difficult task because we're faced with our own language issues and have trouble looking at something that seems 'natural' from a detached standpoint.
An ideal setup would be one person who has taken the time to master the language through tertiary means, and another who is a native speaker, so that you have a solid theory base as well as someone who has the 'clout' for being a native, who can give you the colloquialisms, and teach you how to speak incorrectly, correctly.
I have a feeling that your teacher has a language block, so to speak - possibly even a very mild type of paraphasia that screws up their listening/language reproduction. They can't tell that they're saying it wrong, and may think that they're hearing one thing that means another - it's the only reason I can really think of that would lead them to believe 'norse' has a 'D' in it.