The Amager Project (Ag 2010, Stæhr 2010, Madsen et al. 2010) studies the linguistic diversity among adolescents in a typical multi-cultural Copenhagen city working class district. A group of grade school students have been followed for two and a half years in an ethnographically based study which collects data from the informants' school, leisure time activities, homes, and elsewhere. Interviews and sound recordings of peer interaction are also collected. In a grade 9 written assignment the students reflected on their language use. This material, combined with interaction data, shows how the young speakers have developed concepts of ways of talking, in particular speaking Danish. These enregistered "codes" or "styles" do not coincide with traditional sociolinguistic concepts. They reflect the social reality of the students and ongoing negotiations of social relations and identities. In this paper we discuss the assignment of rights and duties among the speakers with respect to three ways of speaking: "integrated speech", "normal speech", and one which is variously labelled as "ghetto speech", "slang", "street language", and other terms.