| 1. |
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| 2. |
- Allard, Christina, et al.
(författare)
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Rasbiologiskt språkbruk i statens rättsprocess mot sameby
- 2015
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Ingår i: Dagens Nyheter. - 1101-2447.
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- 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.
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| 3. |
- Allard, Christina, et al.
(författare)
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Rasbiologiskt språkbruk i statens rättsprocess mot sameby : DN Debatt 2015-06-11
- 2015
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Annan publikation (populärvet., debatt m.m.)abstract
- 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.
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| 4. |
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| 5. |
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| 6. |
- Deutschmann, Mats, et al.
(författare)
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Virtual Learning, Real Heritage Benefits and Challenges of Virtual Worlds for the Learning of Indigenous Minority Languages
- 2010
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Ingår i: Conference Proceedings International Conference ICT for Language Learning3rd Conference Edition. - Florence : Pixel. - 9788876475696 - 8876475699
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Konferensbidrag (refereegranskat)abstract
- 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 project AVALON 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 intercultural learning contexts and vocational training. The free client programme of Second Life®, for example, is a 3D virtual world accessible via the Internet and which enables its users to interact with each other through ‘Avatars’. An ‘avatar’ is the graphical representation of a computer user representing himself/herself or alter ego and communication with others is possible via both voice and text chat. Examples of learning scenarios from the Beginners Course of North Sami carried out in conjunction with the Avalon project will help to illustrate some of the benefits and challenges of using virtual worlds for the teaching and learning of languages in general and for indigenous minority languages in particular. Some of the benefits include the provision of online synchronous communication for linguistic communities which are dispersed over vast geographical areas, the co/re-construction of cultural and linguistic identity, opportunities for authentic language contact between native, heritage and L2 learners, the unparalleled creative dimension of the platform in particular in terms of individual and collaborative building and learner movement and freedom within the environment. This paper will conclude with a discussion of some of the challenges of using virtual worlds as a distance education platform in different language education contexts and how they may be overcome.
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| 7. |
- Emanuelsson, Anders, et al.
(författare)
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Meänkieli intar didaktikscenen
- 2021
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Ingår i: Minoritetspedagogik i Norden. - Umeå/Vasa : Bottniska studier. - 9789189244085 - 9789526965000 ; , s. 165-183
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 8. |
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| 9. |
- Hornberger, Nancy H., et al.
(författare)
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Sámi time, space and place : exploring teachers' metapragmatic statements on Sámi language use, teaching and revitalization in Sápmi
- 2015
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Ingår i: Confero. - : Linkoping University Electronic Press. - 2001-4562. ; 3:1, s. 1-46
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Tidskriftsartikel (refereegranskat)abstract
- Late in the evening before a regular school day, the mother of a Sámi family gets a call from her husband working at the reindeer corral saying that the reindeer will be brought in for separation and round-up early in the next morning. In the morning the rest of the family will join the father and other relatives at the reindeer corral and will be working late with the reindeers that day. At school the teachers get the information about the reindeer roundup from those children that are present in the morning, or from Sámi colleagues that have also gone to the corral. That day must, for the most part, be rescheduled at very short notice. The reactions to the changes are varying amongst the staff. The time used for rescheduling and planning the rest of that school day, or the coming couple of days, is not something that any member of the staff is looking forward to, but the attitudes, frustration and values that relate to the unpredictability of everyday life and the peculiarities of this particular cultural context are experienced in many different ways.
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| 10. |
- Lindgren, Eva, et al.
(författare)
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Meaning-making across languages : a case study of three multilingual writers in Sápmi
- 2017
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Ingår i: International Journal of Multilingualism. - : Taylor & Francis. - 1479-0718 .- 1747-7530. ; 14:2, s. 124-143
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Tidskriftsartikel (refereegranskat)abstract
- Sápmi is a geographical area that runs across the Kola Peninsula in Russia to northern Finland, Norway and Sweden. All Sami languages have been going through a rapid language change process and many of the traditional language domains have disappeared during the last decades due to previous national and local language policies. Nevertheless, recent growth of positive attitudes towards Sami languages and culture both within and outside the Sami group has given new momentum to the language revitalisation process. At the same time, English is becoming more present in the Sami context through tourism, media and popular culture. This study investigates 15-year-old writers' meaning-making in three languages they meet on a daily basis: North Sami, the majority language Finnish/Norwegian/Swedish and English. Data were collected in schools where writers wrote two texts in each language, one argumentative and one descriptive. Using a functional approach, we analyse how three writers make meaning across three languages and two genres. Results show that writers made use of similar ways of expressing meaning on the three levels we investigated: ideational, interpersonal and textual, but also how the production differed between the texts, and how context and content interacted with writers’ meaning-making in the three languages.
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| 11. |
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| 12. |
- Lindgren, Eva, 1964-, et al.
(författare)
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Researching literacy development in the globalised north : studying tri-lingual children’s English writing in Finnish, Norwegian and Swedish Sápmi
- 2016. - 1
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Ingår i: Super dimensions in globalisation and education. - Singapore : Springer. - 9789811003103 - 9789811091308 - 9789811003127 ; , s. 55-68
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Bokkapitel (refereegranskat)abstract
- One impact of globalization is that English has achieved a natural place among the languages used by children in the Scandinavian Sápmi. The children speak or are learning North Sami, a national language (Finnish, Norwegian or Swedish) and English as compulsory subjects. This chapter draws on English data collected in a literacy research project involving almost 150 tri-lingual school-aged who wrote texts on laptops. The research explores children’s writing in English in a cross-national context and how these texts evidence tri-lingual teenagers handling of the super dimensions and superdiversity of their context, and the ways super dimensions might be evidenced.
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| 13. |
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| 14. |
- Motteram, Gary, et al.
(författare)
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The Euroversity Good Practice Framework (EGPF) and its application to minority languages and elder learners
- 2014
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Ingår i: CALL Design. - Dublin, Ireland : Research-publishing.net. ; , s. 241-247
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Konferensbidrag (refereegranskat)abstract
- The Euroversity Network project (2011-2014) has built a Good Practice Framework (GPF) that functions as a heuristic for course and activity designers wishing to develop courses and other materials for use in a range of virtual worlds. This framework has been tested with a number of courses during the running of the project and the aim is that it will be useful for new designers as a starting point for their own ideas development. The GPF is still open for adjustment and negotiation and this paper shows how two new case studies that were not the direct focus of the project, minority languages and elder learners, help to expose some of the framework’s weaknesses, but also many of its strengths. These case studies illustrate that a tool like the GPF can provide an effective mediating function for a variety of courses and other activity in virtual worlds.
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| 15. |
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| 16. |
- Outakoski, Hanna, 1978-
(författare)
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Davvisámegielat čálamáhtu konteaksta [The context of North Sámi literacy]
- 2015
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Ingår i: Sámi dieđalaš áigečála. - Tromsø. - 0805-4312. ; :1, s. 29-59
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Tidskriftsartikel (refereegranskat)abstract
- The context of North Sámi literacyThis 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.
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| 17. |
- Outakoski, Hanna, 1978-
(författare)
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Developing literacy research in Sápmi
- 2021
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Ingår i: Indigenous research methodologies in Sámi and global contexts. - Leiden, The Netherlands : Brill Academic Publishers. - 9789004420670 - 9789004420687 - 9789004463097 ; , s. 84-112
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Bokkapitel (refereegranskat)abstract
- 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.
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| 18. |
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| 19. |
- Outakoski, Hanna, Fil.Dr, 1978-
(författare)
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It may be invisible for you but it still affects us : Extending the comprehensive view on language and writing
- 2022
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Ingår i: Indigenising education and citizenship. - Oslo : Universitetsforlaget. - 9788215053424 - 9788215053417 ; , s. 214-236
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Bokkapitel (refereegranskat)abstract
- 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.
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| 20. |
- Outakoski, Hanna-Máret, 1978-, et al.
(författare)
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Giellariššu : indigenous language revitalisation in the city
- 2021
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Ingår i: Multiethnica. - : Uppsala universitet. - 0284-396X .- 2002-3413. ; 41, s. 11-30
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Tidskriftsartikel (refereegranskat)abstract
- About 10 % of all pupils in grades 1–10 who learn Sámi in Norwegian schools live in the city of Tromsø. This group totalled 232 pupils in the school year 2020/2021, and the pupils went to over 20 different schools. Almost all 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 five different Sámi varieties, reflecting the diverse composition of the Sámi population in the area. In neither city, the Sámi pupils exceed 3 percent of their municipal peer group and they are embedded in local communities dominated by the national majority languages (Norwegian and Swedish). 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. We report from piloted language (re)vitalisation activities, 'language showers' (giellariššu), which regularly gathered pupils from different schools for activities in Sámi and were 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.
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| 21. |
- Outakoski, Hanna-Máret, et al.
(författare)
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Giellariššu : Indigenous language revitalisation in the city
- 2021
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Ingår i: Multiethnica. - : The Hugo Valentin Centre, Uppsala University. - 0284-396X .- 2002-3413. ; 41, s. 11-30
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Tidskriftsartikel (refereegranskat)abstract
- 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 intwo urban environments face when reclaiming, maintaining, and developing their indigenousheritage 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.
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| 22. |
- Outakoski, Hanna, 1978-
(författare)
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Multilingual literacy among young learners of North Sámi : contexts, complexity and writing in Sápmi
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- 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 be multilingual citizens of the global north through this extensive exposure to many languages and cultures from multiple sources such as popular culture, literature, media, community, tourism, and school. In their writing, multilingual Sámi learners show a wide spectrum of strategies and knowledge that carries over from one language to another. Nevertheless, most young Sámi learners cannot draw on equally many points on their Continua of Biliteracy in all their languages. Due to factors such as scarcity of adequate teaching materials, lack of popular culture and media content in Sámi languages, and language compartmentalizing language ideologies, the scales on the continua of biliteracy are in severe imbalance for many Sámi learners. Many Sámi learners risk losing their indigenous heritage language because the non-indigenous languages are prevalent in school as well as out of school contexts.
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| 23. |
- Outakoski, Hanna, 1978-
(författare)
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On Reflexive Binding in North Sami
- 2003
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Ingår i: Nordlyd. - : Septentrio Academic Publishing. - 0332-7531 .- 1503-8599. ; 31:4, s. 723-739
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Tidskriftsartikel (refereegranskat)abstract
- 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.
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| 25. |
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