Sámi language teachers’ professional identities explained through narratives about language acquisition

Hammine, Madoka; Keskitalo, Pigga; Sarivaara, Erika

doi:10.1017/jie.2018.22

Cited by 7 publications

(4 citation statements)

References 55 publications

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“…The position of teacher, a form of language role model, is not exclusively held by South Saami native speakers that grew up in a reindeer herding family and society, who could serve as the idealised native speaker in this context. These findings are in line with Hammine et al (2020), exploring Saami teachers' professional identity in the Inari, North and Skolt Saami areas, and with Pasanen (2018). They find that in the language revitalisation project of Inari Saami "some people working in professions essential for language transmission (like teachers) have no Inari Sámi background" (Pasanen, 2018, p. 370); the case of Inari Saami language revitalisation is viewed in the literature as a very good case of successful language revitalisation.…”

Section: Discussionsupporting

confidence: 88%

“…Few studies have discussed LTI in Saepmie, and none in the South Saami part of Saepmie. For instance, Hammine et al (2020) explore Saami language teachers' professional identity, interviewing Skolt, Inari and North Saami teachers, many of them second-language learners, in the part of Saepmie overlapping Finland. They found that "non-indigenous teachers who have learned Sámi languages as adults actively link their roles as language teachers to the language revitalisation project" (p. 7).…”

Section: Theoretical Point Of Departure and Previous Researchmentioning

confidence: 99%

“…The language situation and the imperative for language revitalisation, that is, to repair the broken chain of language transmission from one generation to the next, provides room for learners of South Saami to become teachers. The pressure from society was brought up by Hammine et al (2020) in a Skolt Saami context. One teacher was asked by community members over and over to become a teacher in the Indigenous language.…”

Section: Theme 2: Responsibilitymentioning

confidence: 99%

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Language teacher identity and language acquisition in a South Saami preschool: A narrative inquiry

Kroik

2022

AJIE

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This paper explores language teacher identity (LTI) among three preschool teachers. The focus lies on the preschool teachers’ identities as linguistic role models by means of analysing their own descriptions of language learning, that is, their personal experiences of and reflections on language acquisition. Three interviews were made with different in-service preschool teachers. The interviews were analysed by means of narrative inquiry and thematic analysis and guided by literature on LTI, as well as the researcher’s previous experience and knowledge of the current field. The findings illustrate how the teachers assumed a leading position in the South Saami language revitalisation project and cope with the responsibility tied to that position. The discussion of the narratives revolves around language teaching and learning made salient in the narrative process. The study provides a hopeful view of language revitalisation by showcasing that it is not only the expected first-language native speakers that are driving forces in the process of restoring a broken chain of intergenerational language transmission. It further illustrates a way for an Indigenous academic to investigate settings within their own community and collaborate with other stakeholders in a language revitalisation project to generate new insights on language revitalisation.

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Section: Discussionsupporting

confidence: 88%

Section: Theoretical Point Of Departure and Previous Researchmentioning

confidence: 99%

Section: Theme 2: Responsibilitymentioning

confidence: 99%

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Language teacher identity and language acquisition in a South Saami preschool: A narrative inquiry

Kroik

2022

AJIE

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“…The historical people of the Ryukyus have yet to be recognized as indigenous (Hammine, 2019a). Communal and academic efforts to, for instance, problematize the homogeneity narrative, document and discuss sociohistorical marginalization, address social, educational, and economic disparity within and transcending communities, and promote language revitalization in the Ryukyus, are occurring (albeit without the formal support of national government) (Anderson & Heinrich, 2014; Hammine, 2020).…”

Section: “Japan” and “Japaneseness” (?): Narrativesmentioning

confidence: 99%

Narratives and Negotiations of Identity in Japan and Criticality in (English) Language Education: (Dis)Connections and Implications

Rudolph

2022

TESOL Quarterly

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Inspired by the call to question (critical) assumptions underpinning frameworks for "seeing" (Lather, 1993) and ground criticality in alternative forms of knowing (Pennycook, 2018), this paper examines critical frameworks for approaching identity, experience, and (in)equity in "English" language teaching (ELT), with a focus on critical attention to Japan. Transdisciplinary scholarship, social movements, and other voices have detailed how the narrative of "homogeneous Japan" has given shape to notions of Selfhood-Otherness, resulting in the erasing of Japan's history as a site of movement, change, diversity and hybridity, and marginalization of many therein. The author notes that the scope of dominant, critical approaches to identity, experience, and (in)equity in Japan and globalized ELT -problematizing essentialized and idealized "nativeness" in English-does not afford conceptual space for attention to how the negotiation of being, belonging and becoming in ELT is situated in broader negotiations of identity and community membership. The author contends that this issue is linked to tensions within criticality pertaining to the imposition of essentializing frameworks for seeing upon individuals and communities around the globe. The author then discusses potential broader implications for theorization, inquiry, and practice in ELT in and beyond Japan.

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Understanding teacher identity in teachers' professional lives: A systematic review of the literature

Rushton,

Rawlings Smith,

Steadman

et al. 2023

Review of Education

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This article presents a systematic review of a substantial body of literature that considers the ways in which the concept of teacher identity has been used to understand and explore teachers' professional lives. The aim of the review was to go beyond the limitations of specific areas of teachers' practice to explore the broad and rich field of teachers' professional lives. Drawing on 412 articles from 2000–2021, the review demonstrates the growth in teacher identity research, particularly since 2010. Results from the review are categorised into seven thematic groups that span key areas related to teachers' professional lives: (1) Models and frameworks of professional lives; (2) Narratives of professional lives; (3) Becoming a teacher; (4) Contexts; (5) Communities; (6) Change, transition and conflict; and (7) Subject specialisms. The review reveals gaps in teacher identity research, such as: few research studies from Global South countries; a limited number of studies focusing on non‐core curriculum subjects, including arts, history, geography and physical education; fewer studies focusing on primary school and early years teacher identities; and a divide between identity scholarship and research, and policy and practice. The article concludes with a call for teacher identity research to be expanded and broadened with the aim to facilitate the progress of identity work in scholarship, policy and practice. Context and implicationsRationale for this studyIn the context of a growing body of research on teacher identity, particularly in the last decade, there remains a paucity of identity‐focused systematic reviews. Existing systematic reviews tend to focus on specific fields such as subject specialisms, teacher education and beginning teachers. However, far fewer reviews span the broader field of teachers' professional lives; this article responds to this gap in the literature.Why the new findings matterThe findings from this review are important in highlighting the most commonly explored areas in teacher identity research as it relates to teachers' professional lives. As such, the findings can inform policy and practice for teacher education and professional development at local, national and international scales. The findings also highlight gaps in the literature and the implications this may have on teacher identity scholarship.Implications for educational researchers and educatorsFirstly, educational researchers can identify key themes arising from existing teacher identity research studies. This can help them to focus on specific areas that would benefit from further research as well as providing them with a single space from which to draw on the existing corpus of research studies. Secondly, teacher identity research is important for the professional lives and practice of educators and this review provides educators with an opportunity to understand the teacher identity scholarly landscape and, in turn, apply findings from the research to their own professional practice.

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Sámi language teachers’ professional identities explained through narratives about language acquisition

Cited by 7 publications

References 55 publications

Language teacher identity and language acquisition in a South Saami preschool: A narrative inquiry

Language teacher identity and language acquisition in a South Saami preschool: A narrative inquiry

Narratives and Negotiations of Identity in Japan and Criticality in (English) Language Education: (Dis)Connections and Implications

Understanding teacher identity in teachers' professional lives: A systematic review of the literature

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