Uhanalaisten saamelaiskielten kielitieto

Project Details

Description

The aim of the LINCOSY research is to determine the foundation of endangered Sami languages teaching in three Nordic countries: Finland, Sweden and Norway. These countries share a legacy of long assimilation periods for most of their minorities and their languages. Endangered languages are diverse and exist within varied contexts; those that face extinction share a complicated situation with the remaining languages due to historical events and language statuses with a language shift legacy. Language preservation and recovery are addressed through education in this research as a challenge that requires urgent consideration in endangered languages pedagogy benefiting linguistically responsive teaching ideas. Based on recent pedagogical theories of language learning and the need to rethink pedagogy in the context of endangered languages, the following research questions were developed:

(1) What kind of frames can be identified that inform teaching in an endangered languages education context in Nordic countries? (2) How is the diverse Sami languages teaching context perceived by pupils, parents, teachers, school leaders and policymakers? (3) How can Indigenous research inform improvements in language pedagogy in endangered languages in a linguistically responsive way. These questions have relevance in Inari, North, Skolt, Lule and South Sami languages. The intention of this research is to conduct multi-methodological educational studies in cooperation with stakeholders to examine diverse practices where Sámi languages are taught for the purpose of sharing knowledge, developing theories and identifying fresh ideas that will assist in the recovery of target Sami languages. Consistent with relational, experiential and highly contextualised epistemologies, participatory ethnographic methods, together with document analyses and workshops, will be used to prepare educational innovations to rethink teaching based on needs expressed by the stakeholders. Similarities in policies in target countries will be compared and shared to better understand how these countries support Sami languages. Professional development can be used to overcome the related challenges impacting endangered languages. The project outcomes will provide pedagogical benefits and inform teaching, curricula and education policy development; the benefits to language planning and endangered language education theory and research methodology development are evident with careful ethical considerations.

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LINCOSY –dutkanfitnu ulbmilin lea guorahallat áitatvuloš sámegielaid oahpahusa golmma Davviriikkas: Suomas, Ruoŧas ja Norggas. Dáin riikkaid máŋggain veahádagain leat vásáhusat guhkes assimilerenáigodagain sin kultuvrraid ja gielaid vuostá. Giellamolsun ja giellajápmin leat dáhpáhuvvan áitojuvvon gielain mohkkás proseassain ja dáhpáhusaid dihtii diliin go gielat eai leat ožžon doarjaga. Dan sivas áitojuvvon gielat dárbbašit dán áigge velá eambo doarjaga oahpahusa ollašuhttimis. Gielladiđolaš oahpahus sáhttá veahkehit áitojuvvon gielaid pedagogihka ovdánahttimis eandalii dalle go lea dárbu bargat giellaealáskahttima ja gielladiliid nannema hástalusaiguin. Čuovvovaš dutkangažaldagat leat hábmejuvvon áigeguovdilis teoriijaid ja áitatvuloš oahpahuskonteavsttaid pedagogihka ođasmahttindárbbu vuođul:
(1) Makkár rámmat stivrejit oahpahusa áitatvuloš gielaid skuvlejumi konteavsttas Davviriikkain? (2) Makkár lea máŋggasuorggat sámegielaid oahpahus ohppiid, oahpaheaddjiid, skuvlajođiheaddjiid ja mearrideaddjiid geahččanguovllus? (3) Mo eamiálbmotdutkan sáhttá ovddidit áitatvuloš gielaid giellapedagogihka gielladiđolaš vuogi mielde? Dát gažaldagat guoskkahit anáraš-, nuortalaš-, davvi-, julev- ja máttasámegiela. Dát dutkamuš viggá lágidit multimetodalaš bajásgeassiniskkademiid ovttasbarggus iešguđet doaibmiiguin ulbmilin sihke guorahallat máŋggabealat diliid, main sámegiella oahpahuvvo diehtojuohkima dihtii, gárgehit teoriijaid, ja gávdnat ođđa ideaid, mat veahkehit sámegielaid ealáskahttimis.

Gorálaš, vásáhuslaš ja kontekstualiserejuvvon epistemologalaš etnográfalaš metodaid lassin dokumeantaanalysat ja bargobájit doibmet vuođđun oahpahusa ovdánahttimiii. Ulbmilin lea vástidit skuvlensuorggi doaibmiid dárbbuide. Riikkaid geavadiid oktasašvuođat veardiduvvojit, vai oažžut čielgaset áddejumi mo sámegielat oahpahuvvojit iešguđet riikkas. Fágalaš ovdánahttima vehkiin sáhttit čoavdit áitatvuloš gielaid oahpahusa hástalusaid. Prošeavtta bohtosat fállet pedagogalaš čovdosiid, ja addet dieđuid ja jurdagiid oahpahusa, oahpahusplánaid ja skuvlenpolitihka ovddideapmái. Prošeakta sáhttá doarjut giellaplánema proseassaid ja áitatvuloš giellaoahpahusa teoriija ja dutkanmetodologiija ovdánhattima.

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Abstract:
We will chart the current situation of the endangered Sami languages in primary education in Nordic countries using the practice of cocreation and explore how linguistically responsive teaching should be applied to nurture the educational success of Sami youth. Drawing on vast publications, documents and indigenous ethnography, we will map out existing practices and lay the groundwork for innovations for indigenous language-based education. We will visit educational institutions, conduct interviews and collaborate with stakeholders who participate in practical educational measures. Through collaborative workshops, solutions and innovations will be created and tested. Our research will contribute to the existing literature by shedding new light on the practice of endangered language education and suggesting novel teaching methods. This study will present urgent solutions to endangered language teaching that are also applicable in the education of other marginalised groups.

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Yhteenveto:
Tutkimme uhanlaisten pohjois-, luulajan, etelä-, inarin- ja koltansaamen kielten nykytilannetta peruskouluissa Pohjoismaissa ja luomme yhdessä kielitietoista opetusta, jossa tuettaisiin saamelaislasten ja -nuorten koulusaavutuksia. Dokumenttianalyysin ja alkuperäiskansakontekstiin sovitetun kouluetnografian avulla kartoitamme opetuksen käytänteitä ja tuomme esiin, miten opetus parhaiten huomioisi uhanalaisen saamen kielen tilanteen. Vierailemme kouluissa, teemme haastatteluita ja toimimme yhdessä eri koulutuskentän toimijoiden kanssa. Työpajojen avulla etsimme ratkaisuita opetuksen ongelmiin, joita opettajat kokeilevat käytännössä. Tutkimus lisää tietoa siitä, mitä uhanalaisten kielten opetuksessa tulisi ottaa huomioon ja tuo myös esiin käytännön ratkaisuita. Tutkimus esittelee kiireellisiä ratkaisuita uhanalaisten kielten opetukseen, jotka soveltuvat myös muiden marginaalisten ryhmien opetuksen kehittämiseen.

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čoahkkáigeassu:
Prošeavttas guorahallat áitatvuloš sámegielaid dili vuođđooahpahusas Davviriikkain ovttasdoaimama metodaiguin ja čielggadit mo gielladiđolaš oahpahusa galggašii ovddidit nu ahte doarjut buoremusat oahppiid birgema skuvllas. Guorahallat dálá geavadiid ja hukset vuođu eamiálbmotgielaid oahpahusinnovašuvnnaide. Mii galledit skuvlenásahusaid, čađahit jearahallamiid ja bargat ovttasbarggus iešguđet doaibmiiguin, mat oassálastet skuvlensuorggi doaimmaide. Ovttasbargibargobájiid bokte geahččaladdat mo ovttashábmejuvvon innovašuvnnat ja čovdosat doibmet. Dát dutkamuš dievasmahttá dálaš dieđuid nu, ahte dat guorahallá áitatvuloš gielaid skuvlejumi geavadiid ja evttoha ođđa oahpahanmetodaid. Dán dutkamušas ovdanbuktit čovdosiid áitatvuloš gielaid oahpahussii, mat maiddái heivejit eará duvdašuvvan joavkkuid skuvlejupmái.
AcronymLINCOSY
StatusActive
Effective start/end date01.09.202331.08.2027

Funding

  • SUOMENAKATEMIA: €499,703.00

Field of Science

  • Teacher Education