The Southern Saami Language in Svahken Sijte

Todal, Jon

doi:10.1515/ijsl.2006.046

Cited by 4 publications

(7 citation statements)

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“…However, many, if not most, language revitalisation projects have been researched on, described and presented by the very same people who have been deeply involved in the language revitalisation efforts or in the work of describing those efforts (in the Sámi context see e.g. Olthuis, Kivelä, and Skutnabb-Kangas 2013;Pasanen 2015;Rasmussen 2013;Todal 2002). It is our intention to describe and evaluate the projects as neutrally and objectively as possible against the common theoretical concepts and assumptions about language revitalisation.…”

Section: Methodsmentioning

confidence: 99%

“…"language bath" [North Sámi: "giellalávgun", Norwegian/ Swedish: "språkbad", and Finnish: "kielikylpy"] (e.g. Laurén 1999;Pasanen 2015;Swanström 2008;Todal 2007), which implies that the language learners are fully surrounded by the target language, or immersed in it, during their school or preschool day. In contrast, the (language) showers offer shorter intensive periods of language exposure instead of a fuller immersion environment, and they aim at filling the gap between formal school programmes and home language use.…”

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confidence: 99%

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Giellariššu: Indigenous language revitalisation in the city

Outakoski,

Vangsnes

2021

Multiethnica: Journal of the Hugo Valentin Centre

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About 10% of all pupils in grades 1-10 who learn Sámi in Norwegian schools live in the city of Tromsø in Northern Norway. This group totalled 232 pupils in the school year 2020/2021, and the pupils went to over twenty different schools. All but one were pupils of North Sámi, and a handful also received instruction in South Sámi. In Umeå in Sweden, 42 pupils attended mother tongue classes in Sámi in the winter of 2021, divided among four different varieties of Sámi, reflecting the diverse composition of the Sámi population in the area. In neither city, the Sámi pupils exceed three percent of their municipal peer group and they are embedded in local communities fully dominated by the Norwegian and Swedish majority language, respectively. We discuss the challenges and opportunities that Sámi children who grow up in two urban environments face when reclaiming, maintaining, and developing their indigenous heritage language, and we report from piloted language (re)vitalisation activities. Giellariššu gathers pupils from different schools regularly for activities in Sámi, led by adult proficient speakers with the goal to strengthen the pupils' language skills and the social bonds between children who otherwise do not meet on a regular basis. multiethnica

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Section: Methodsmentioning

confidence: 99%

mentioning

confidence: 99%

Giellariššu: Indigenous language revitalisation in the city

Outakoski,

Vangsnes

2021

Multiethnica: Journal of the Hugo Valentin Centre

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“…Ansvaret den samiske barnehagen og samiske barnehageavdelinger har for samiske språk, er entydig, men hvilke metoder som brukes for å oppnå styrking av samiske barns språk og kultur, kan variere etter den aktuelle språksituasjonen (Pasanen et al, 2022). For vitaliseringarbeid i sørsamisk kontekst, se Todal (2007b), og for revitaliseringa av Enare-samisk, se Pasanen (2018). Bruken av pedagogisk transspråking som konsept for språkpraksiser i den samiske barnehagen har som mål å vaere sosialt ansvarlig transspråking for språkvitalisering og bevaring (Cenoz & Gorter, 2017; av samisk i et område som har vaert utsatt for sterk fornorskning, fordi det tas hensyn til den sosiale virkeligheten de flerspråklige deltakerne er en del av (Wei, 2011(Wei, , 2017Wei & García, 2017).…”

Section: Innledningunclassified

Transspråking i en samisk barnehageavdeling

Kleemann

2024

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Kystområdene i Finnmark har en lang samisk historie, der fornorskningsprosessene har ført til språkskifte i mange familier og til norsk som dominerende språk. Vitalisering av sjøsamisk og flyttsamisk identitet og språk vises blant annet i samisk institusjonsbygging. Denne artikkelen handler om praksiser samiske barnehagelærere bruker for å styrke samisk språk og kultur i en vitaliseringskontekst. I forskningsprosjektet «Styrking av samisk språk og kultur» ble GoPro-teknologi brukt for å observere rutiner som samlingsstund og måltid. Utfordringer for de ansatte var å øke barnas bruk av nordsamisk, i tillegg til å utvikle og gjøre eksplisitt pedagogiske praksiser som er basert på samisk kultur og tradisjon for barneoppdragelse. Pedagogisk transspråking (García & Wei, 2014) beskriver de ansattes praksiser tospråklige praksis, som bærekraftig transspråking i minoritetsspråksituasjoner (Cenoz & Gorter, 2017), med særlig vekt på revitalisering og urfolks behov (Seals & Olsen-Reeder, 2020) og samisk pedagogikk (Päiviö et al., 2023). ENGLISH ABSTRACT Translanguaging in a Sámi kindergarten departement The coastal areas in Finnmark have a long Sámi history, where the Norwegianization processes have led to language change in many families and to Norwegian as the dominant language. Revitalization of Sea Sámi and Migrant Sámi identity and language is shown, among other things, in Sámi institution building. This article is about practices Sámi kindergarten teachers use to strengthen Sámi language and culture in a revitalization context. In the research project “Strengthening Sámi language and culture,” GoPro technology was used to observe routines such as gathering time and meals. Challenges for the staff were to increase the children’s use of North Sámi, in addition to developing and making explicit educational practices that are based on Sámi culture and tradition for child-rearing. Pedagogical translanguaging (García & Wei, 2014) describes the employees’ bilingual practices, such as sustainable translanguaging in minority language situations (Cenoz & Gorter, 2017), with particular emphasis on revitalization and the needs of Indigenous people (Seals & Olsen-Reeder, 2020) and Sámi pedagogy (Päiviö et al., 2023).

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Section: Constanze Ackerman Boströmmentioning

confidence: 99%

Untitled

2021

Multiethnica

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and identity in the 21st Century -linguistic practices across urban spaces. Cambridge, Cambridge University Press. Shulist, Sarah and Faun Rice. 2019. "Towards an interdisciplinary bridge between documentation and revitalization: Bringing ethnographic methods into endangered-language projects and programming", Language Documentation & Conservation 13, 36-62. United Nations n.d. "Human Rights", https://www.un.org/development/desa/indigenouspeoples/mandated-areas1/human-rights.html, (accessed 4 January 2022). UNESCO n.d. "Indigenous Languages Decade", https://en.unesco.org/idil2022-2032 (accessed 4 January 2022).

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The Southern Saami Language in Svahken Sijte

Cited by 4 publications

References 1 publication

Giellariššu: Indigenous language revitalisation in the city

Giellariššu: Indigenous language revitalisation in the city

Transspråking i en samisk barnehageavdeling

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