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Sámi education is a shared, and simultaneously divided, enterprise of four nation states. Sámi writing instruction is also influenced by the writing didactics of the majority languages. This chapter investigates the appropriateness of one non-Indigenous model for writing instruction in the North Sámi context. This chapter suggests that although the model can to a large extent describe many discourses for the Indigenous Sámi context, there is a need to expand the layers of the model., ICE Indigenous Citizenship and Education

Literacy research is the field of study that is interested in writing and reading, and in all activities, contexts, and ideas that are connected to texts, their production and interpretation. Within this field, several studies have been conducted in Indigenous multilingual contexts, but only a few of such studies mention Indigenous research and its principles. More importantly, explicit Indigenous methodologies are still absent from literacy studies, making it difficult to reflect upon methodological choices. Based on a comparative study of two literacy projects conducted in an Indigenous Sámi context, this chapter suggests that a first step toward the implementation of Indigenous methodologies is an awareness of Indigenous research principles. Awareness of the principles is required before they can be respected and followed, and before new methodologies can be discussed. This chapter suggests that it is also possible to consciously move towards methodologies that align with Indigenous research principles in literacy studies. In the best case, careful consideration of methodologies and guiding principles can lead to an understanding of the literacy landscape from unique perspectives that follow from collaboration, inclusion and mutual respect.

Samisk pedagogik och ämnesdidaktik har haft nästan en mytisk klang över sig trots att det sedan 2000-talet har funnits gedigna modeller som baserar sig på den samiska kunskapssynen. Den här narrativa artikeln har som ambition att beskriva vissa grundantaganden, villkor och kontexter som länkas ihop med den kunskapssynen, och som idag är med på att diktera villkoren för samisk grundutbildning i fyra länder. Artikeln är en introduktion till ämnet och ett viktigt och mycket omfattande kunskapsområde presenteras i stora drag och utifrån ett lärarperspektiv som har sin grund i många års fältstudier och skolforskningsprojekt., Ingår även i serien: Bottniska studier; 7, Nordska minoritetspedagogiska nätverket

Ingår även i serien: Bottniska studier; 7, Nordiska minoritetspedagogiska nätverket

Reflective paper

2nd ed.

In this chapter, we show how the provisions of international law concerning Indigenous children's right to learn their mother tongue in school have evolved over time and how the provisions of the Russian national legislation comply with international law. In the light of this framework, we present the historic trajectory of Sámi education at the Lovozero School, from the end of the 1800s to the organizational and attitudinal breaking point experienced during the school year of 2016–2017. Although the Russian legislation has come to contain the elements of the right in focus, we claim that the realization of this right has been, and still is, problematic. A further analysis indicates a recent negative change of the curricular contents, and of the interest of the Sámi learners to attend the Sámi language lessons. This change coincides with a shift from language-oriented teaching into history and culture-oriented program at the school, as well as with negative changes in the speaker demography.

Contemporary globalization trends might be a threat to Indigenous language revitalization efforts, or might act as catalysts that stimulate interest in learning and writing in Indigenous languages. This chapter presents a snapshot case study of young multilingual writers of North Sámi and considers the interaction of supercomplexity and the super dimensions of Sápmi on North Sámi literacy. Using illustrations taken from 126 young writers' narratives texts collected from 12 schools across the North Sámi speaking area of Sápmi in Finland, Norway, and Sweden, this chapter discusses how these young writers express in written North Sámi what they do in their lives, their understandings of their identities, and how these reflect the global and the local dimensions that they engage in on a daily basis. Based on our analysis, together with earlier research, we argue that young writers have the literacy skills necessary for meaning making, but that more possibilities for exposure to North Sámi are required, coupled with structural support from policy makers, society generally, and education opportunities, to raise the linguistics competencies for more nuanced North Sámi writing.

Literacy in Sápmi: multilingualism, revitalization and literacy development in the global north

Originally included in thesis in manuscript form., Literacy in Sapmi: multilingualism, revitalization and literacy development in the global north

Statens hantering av forskningsresultat i rättsprocessen med Girjas sameby utgör ett hot mot Sverige som rättsstat och kunskapsnation. Åratal av svensk och internationell forskning underkänns och man använder ett språkbruk som skulle kunna vara hämtat från rasbiologins tid. Nu måste staten ta sitt ansvar och börja agera som en demokratisk rättsstat, skriver 59 forskare., Publicerad: 2015-06-11

This thesis presents an investigation of the complexities of the immediate, ideological, educational, and societal contexts for literacy development among North Sámi learners between the ages of 9 and 15 who live in Northern Finland, Norway and Sweden in the central regions of Sápmi. Further, this thesis focuses on one area of literacy, namely writing. It examines these children’s writing, its phases and peculiarities, writing strategies, and the nature of transitions that these multilingual writers experience in switching between North Sámi, English and their respective national majority language. The main body of the collected materials consists of computer mediated pupil texts that the author gathered at 10 schools that arranged compulsory schooling in Central Sápmi during the school year 2012-2013. The texts were collected using keytroke logging methodology that not only records the final written product but also keeps track of changes and other writing activity during the writing session. Other materials collected and analyzed in this study include questionnaires addressed to the pupils, their parents, and to their language teachers. The materials also include detailed interviews with with 24 teachers from the participating schools. This study consists of six individual papers that focus at 1) research methodological aspects that concern studying Indigenous populations, 2) language attitudes, ideologies and available language arenas that have an impact on biliteracy emergence in North Sámi speaking Sápmi, or 3) the qualities and characteristics of multilingual pupil's writing and texts. The implications of the six individual papers are analyzed with respect to language revitalization and biliteracy emergence using the Hornbergian Continua of Biliteracy as the overarching theoretical framework. North Sámi, English and the national majority languages in the respective countries are constantly present in the lives of Sámi learners. Young Sámi learners grow up to b, Literacy in Sápmi: multilingualism, revitalization and literacy development in the global north (Vetenskapsrådet 2011-6153)

The context of North Sámi literacy This article sets out to unravel the contexts of Sámi literacy that are necessarily and unavoidably intertwined with the bilingual and biliterate actuality of the Sámi learners in North Sámi speaking regions of Sápmi in Sweden, Norway and Finland. The study presented in this paper is a language sociological cross-sectional case study. Our primary material consists of the 128 questionnaires that were gathered from 9 and 12 year old North Sámi learners and their parents during the school year 2012-2013. We have approached and analysed the questionnaire data using the Hornbergian Continua of Biliteracy theoretical framework as our main conceptual tool. According to our findings Sámi language is often conceived of as being a difficult language to write and having more value when spoken fluently. Such views seems to, in turn, have negative effects on how literacy skills in Sámi are perceived both by the pupils and their parents. Paradoxically, when placed on the scales of the Continua of Biliteracy framework, we see that the literacy context of many young Sámi learners of today is limited to the literary realm of school, and to literate rather than oral contexts. Our findings further implicate that there are substantial interregional differences in the state of Sámi literacy that are due to as well ideological as practical factors that arise in this complex bi- and multilingual context. Although some regions are coping better with reaching balanced biliteracy and good Sámi litercy skills among Sámi learners, Sámi literacy practices everywhere are in need of special attention and focused measures so that they can withstand the pressures that in the present cause considerable lack of balance in many Sámi learners biliteracy scales., Literacy in Sápmi: Multilingualism, revitalization and literacy development in the global north

Literacy in Sapmi: multilingualism, revitalization and literacy development in the global north

Statens hantering av forskningsresultat i rättsprocessen med Girjas sameby utgör ett hot mot Sverige som rättsstat och kunskapsnation. Åratal av svensk och internationell forskning underkänns och man använder ett språkbruk som skulle kunna vara hämtat från rasbiologins tid. Nu måste staten ta sitt ansvar och börja agera som en demokratisk rättsstat, skriver 59 forskare.

This paper will present the Island of Avalon Learning in the virtual world of Second Life® (SL). Avalon Learning has been created under the ongoing European projectAVALON for the design, testing and implementation of language teaching and learning in virtual worlds. Avalon (Access to Virtual and Action Learning live ONline) is a 2 year multilateral project funded under the EU EACEA Life Long Learning Programme (LLP) and runs until December 2010. The 10 participating European partners include 5 state funded universities (University of Manchester, University of Vienna, University of Pisa, Molde University College and Mid Sweden University) and 5 other public and private organisations (Verein Grenzenlos — Interkultureller Austausch, Verein Offenes Lernen — Sektion ‘TALKADEMY’, ICC International Language Network (International Certificate Conference e. V.), LANCELOT School GmbH and the British Council) operating in the following areas: language education, teacher training, intercultural training, language testing and certification, online education, publishing, business communication and networking, design of 3D environments and language learning in virtual worlds.The project is also associated with 5 other universities and 11 smaller educational institutions. The project is a transversal programme which targets language learners from the Leonardo da Vinci, Erasmus and Grundtvig communities. Not only does the project aim to create a platform in which these diverse learning communities can come together but it also has a particular interest in providing access to technology and language learning to learners in remote locations. The ultimate aim of the project is to create both a virtual environment and a sustainable community of practitioners and users which will outlive the project itself. Recent literature in the field endorses virtual worlds as a particularly appropriate platform for the development of oral language proficiency in distance education, collaborative and

Vinka (2002) and Svonni & Vinka (2002, 2003) brought attention to the fact that it is impossible to form productive morphological causatives based on unaccusative verbs in the Finno-Ugric language North Sámi. However, further inspection reveals that the ill-formed causatives under question can be alleviated, in fact they can be improved to full grammaticality, if one of the constituents of the clause undergoes wh-movement. In this paper, we argue that causatives with wh-movement involve a causative formative that has two pertinent properties: it exclusively selects for an unaccusative verb and it hosts a wh-feature. This wh-feature, in turn, Agrees with an appropriate element that it can access, contingent on syntactic locality conditions.

Principle A of the Binding Theory states that an anaphor must be A-bound in the local domain containing it, its governor and an accessible subject. However, if the anaphor is contained in an infinitival complement clause, it may, in North Sami, be bound either by the clause-mate subject or by the subject of the tensed clause. Thus, it appears that there is a larger binding domain for anaphors in addition to that determined by the condition A of standard binding theory. This domain can in some languages, as in North Sami, be defined by the notion of Tense whereas in other languages this need not be case, as in English. This supports the approach that the characterization of binding domains is parameterized and that languages pick different values of the parameter.

Literacy in Sapmi: multilingualism, revitalization and literacy development in the global north