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- Belancic, Kristina, et al.
(author)
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Institutionalised Sámi education in Norway, Sweden, Finland, and Russia
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Other publication (other academic/artistic)abstract
- The school was one of the main institutions where policies of colonization and assimilation took place. Currently, in the four countries where Sami people reside, namely Norway, Sweden, Finland, and Russia, different policies for supporting Sami languages are carried out. Sami teaching at school is provided in these countries to different extents. In addition to physical teaching in these four countries, remote Sami language education in primary and secondary schools is provided solely in Norway, Sweden, and Finland. In Norway, two universities offer different Sami language courses within teacher training programmes. In addition, the Sami University of Applied Sciences carries out North Sami teacher education, both for early childhood education as well as primary and secondary education, and it is taught in the North Sami language. In Sweden, the University of Umeå provides courses for Sami language teachers. In Finland, several universities offer Sami language courses for teachers. In Russia, the Murmansk Arctic State University offers a philological master programme called ‘Technologies of the Sami Language Teaching’. The Institute of the Peoples of the North of the Herzen University offers pedagogical education at the bachelor level. Within this education, Sami language courses are provided. This chapter demonstrates the positive policy tendencies regarding Sami people in four countries and their languages. Besides this, there are an increasing number of projects on Sami language learning and professional training across the four countries. Nevertheless, there is still work to be done to improve the existing tendencies.
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| 3. |
- Kroik, David, 1984-
(author)
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Differential object marking in South Saami
- 2016
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Licentiate thesis (other academic/artistic)abstract
- This licentiate thesis investigates the case and the syntactic position of the direct object in South Saami. The focus is on plural direct objects, which have Differential Object Marking, a phenomenon in which the case alternates between different types of direct objects. In South Saami, some direct objects carry the accusative case form in the plural, while others only carry the plural marker. This variation of suffix displayed on the direct object is contingent on definiteness; definite direct objects consistently display the accusative case form in the plural while indefinite direct objects, specific and nonspecific alike, lack accusative morphology. In addition to case marking, the study presents an analysis of the alternation of the syntactic position of some direct objects. Definite and indefinite specific direct objects can be realized in two positions: as the complement of the verb or in a position as specifier of the light verb projection. By contrast, indefinite nonspecific direct objects obligatorily surface in the complement position of the verb. This variability in syntactic position of some direct objects is analyzed by means of a Specificity Operator, adjoined to the DP-level of every specific NP, definite and indefinite. The operator moves as an instance of quantifier raising in order to take scope over Existential Closure (EC). EC binds NPs in its domain and give them an existential reading. Therefore, when the Specificity Operator raises, it anchors the DP it is adjoined to in a domain, which is unbound by EC and therefore facilitates a specific interpretation. The operator, void of phonological content, can raise alone to the specifier of vP as an instance of covert movement. The operator can also Pied-pipe the DP it is adjoined to, which results in overt movement of the DP. Indefinite nonspecific direct objects lack the Specificity Operator and therefore they remain in-situ in the VP, where they are bound by EC.In addition to its theoretical value, the thesis will be of use for teachers, students and others with an interest in a better understanding of the case form and the position of the direct object in South Saami.
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| 4. |
- Kroik, David, 1984-
(author)
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Language teacher identity and language acquisition in a South Saami preschool : a narrative inquiry
- 2022
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In: Australian Journal of Indigenous Education. - : University of Queensland. - 1326-0111 .- 2049-7784. ; 51:2
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Journal article (peer-reviewed)abstract
- 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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| 5. |
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| 6. |
- Kroik, David, 1984-, et al.
(author)
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Settler colonialism and acts of decoloniality
- 2024
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In: The Bloomsbury handbook of linguistic landscapes. - Oxford : Bloomsbury Publishing Plc.. - 9781350272514 - 9781350272521 - 9781350272538 - 9781350272545 ; , s. 456-471
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Book chapter (peer-reviewed)
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| 7. |
- Kroik, David, 1984-
(author)
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The construction of spaces for Saami language use : language revitalisation in educational contexts
- 2023
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Doctoral thesis (other academic/artistic)abstract
- In this dissertation, the construction of spaces for Saami language use is explored. The spaces involve learning and use of South Saami, an Indigenous language in Saepmie in Norway and Sweden. Four separate studies shed light on various aspects of these spaces, how they are constructed, how they are used, by whom and for what purposes. Against the backdrop of colonisation of the Saami and a long trend of assimilation by means of e.g. schooling, contemporary spaces for Saami language use in formal educational contexts are explored. The spaces are investigated and theorised upon from an insider position by a researcher/practitioner drawing upon a collaborative approach to the production of knowledge. The insider gaze through the lens of the theoretical concepts spaces for Saami language use and Indigenous efflorescence analyses South Saami language teaching, learning and revitalisation as part of a global trend; Indigenous peoples reclaim, revitalise and restore their continuous their languages. Factors at the macro, meso and micro levels that condition South Saami teaching, learning and revitalisation are explored. The way Saami practitioners of Indigenous efflorescence, for instance teachers, coordinators, artists and others commit to the language is brought to the fore. By means of their acts of decoloniality, they seek to take responsibility for and challenge the current educational situation. Spaces for Saami language use emerge as time and conditions ripen for them. Although unexpected to many, given the history of assimilation, to the practitioners of Indigenous efflorescence involved in the process, this emergence comes not as a surprise but as a hard-earned result of the struggle. Although much work remains, hope is reawakened when conscious hard work and persistent labour bear fruit.
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