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Biography [eng]

Dr. Hanna Outakoski is senior lecturer in North Sámi at the Department of Language Studies at Umeå University, Sweden, and at Arctic University of Norway in Tromsø. She is currently doing research on teaching of heritage language writing at Nordic universities and in Sámi medium primary schools. One of the aims of the current collaborative research is to examine how to implement Indigenous teaching methods so as to strengthen the position of Sámi writing among Sámi youth. Apart from literacy studies, her research interests lie on North Sami grammar and syntax, as well as on the possibilities and potential of using virtual worlds and virtual classrooms for language revitalization.   

Biography [swe]

Hanna Outakoski är lektor i nordsamiska vid Umeå universitet i Sverige samt första amanuensis i samiska språk vid Norges arktiska universitet i Tromsø. Hennes aktuella forskning tittar på skrivundervisningen i samiska vid nordiska universitet samt i en samisk grundskola. Ett av målen med den pågående kollaborativa forskningen är att hitta sätt att stärka skrivviljan och kunskaperna hos samisk ungdom genom att använda urfolksdidaktik i undervisningen. Även om litteracitet bland minoritetselever just nu är Outakoskis huvudforskningsområde, så har hon också ett stort intresse att arbeta med teoretisk syntax samt användning av språkundervisning i virtuella världar som språkstärkande undervisningsmetod.

Publications (10 of 15) Show all publications
Outakoski, H., Lindgren, E., Westum, A. & Sullivan, K. P. H. (2019). Researching writing development to support language maintenance and revitalization: design and methodological challenges. In: Coppélie Cocq and Kirk P.H. Sullivan (Ed.), Perspectives on Indigenous writing and literacies: (pp. 165-185). Leiden, Netherlands: Brill Academic Publishers
Open this publication in new window or tab >>Researching writing development to support language maintenance and revitalization: design and methodological challenges
2019 (English)In: Perspectives on Indigenous writing and literacies / [ed] Coppélie Cocq and Kirk P.H. Sullivan, Leiden, Netherlands: Brill Academic Publishers, 2019, p. 165-185Chapter in book (Refereed)
Place, publisher, year, edition, pages
Leiden, Netherlands: Brill Academic Publishers, 2019
Series
Studies in writing, ISSN 1572-6304 ; 37
National Category
Specific Languages
Research subject
Finno-Ugric Languages
Identifiers
urn:nbn:se:umu:diva-101334 (URN)978-90-04-29850-7 (ISBN)978-90-04-29851-4 (ISBN)
Projects
Literacy in Sapmi: multilingualism, revitalization and literacy development in the global north
Funder
Swedish Research Council, B0615301
Note

Originally included in thesis in manuscript form.

Available from: 2015-03-27 Created: 2015-03-27 Last updated: 2019-04-05Bibliographically approved
Lindgren, E., Westum, A., Outakoski, H. & Sullivan, K. P. (2019). Revising at the leading edge: shaping ideas or clearing up noise (1ed.). In: Eva Lindgren and Kirk P H Sullivan (Ed.), Observing writing: insights from keystroke logging and handwriting (pp. 346-365). Leiden : Boston: Brill Academic Publishers
Open this publication in new window or tab >>Revising at the leading edge: shaping ideas or clearing up noise
2019 (English)In: Observing writing: insights from keystroke logging and handwriting / [ed] Eva Lindgren and Kirk P H Sullivan, Leiden : Boston: Brill Academic Publishers, 2019, 1, p. 346-365Chapter in book (Refereed)
Place, publisher, year, edition, pages
Leiden : Boston: Brill Academic Publishers, 2019 Edition: 1
Series
Studies in Writing, ISSN 1572-6304 ; 38
Keywords
writing, revision, pausing, composition
National Category
Languages and Literature Educational Sciences
Identifiers
urn:nbn:se:umu:diva-161672 (URN)10.1163/9789004392526_017 (DOI)978-90-04-39251-9 (ISBN)978-90-04-39252-6 (ISBN)
Projects
Literacy in Sápmi: multilingualism, revitalization and literacy development in the global north
Available from: 2019-07-23 Created: 2019-07-23 Last updated: 2019-08-21Bibliographically approved
Sullivan, K. P., Belancic, K., Lindgren, E., Outakoski, H. & Vinka, M. (2019). The global in the local: young multilingual language learners write in North Sámi (Finland, Norway, Sweden). In: Ari Sherris and Joy Krefft Peyton (Ed.), Teaching writing to children in Indigenous languages: instructional practices from global contexts (pp. 235-253). New York: Routledge
Open this publication in new window or tab >>The global in the local: young multilingual language learners write in North Sámi (Finland, Norway, Sweden)
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2019 (English)In: Teaching writing to children in Indigenous languages: instructional practices from global contexts / [ed] Ari Sherris and Joy Krefft Peyton, New York: Routledge, 2019, p. 235-253Chapter in book (Refereed)
Abstract [en]

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.

Place, publisher, year, edition, pages
New York: Routledge, 2019
Series
Routledge research in education
National Category
Languages and Literature Educational Sciences
Identifiers
urn:nbn:se:umu:diva-161660 (URN)10.4324/9781351049672-13 (DOI)9781138485358 (ISBN)9781351049672 (ISBN)
Available from: 2019-07-22 Created: 2019-07-22 Last updated: 2019-08-23Bibliographically approved
Lindgren, E., Westum, A., Outakoski, H. & Sullivan, K. P. H. (2017). Meaning-making across languages: a case study of three multilingual writers in Sápmi. International Journal of Multilingualism, 14(2), 124-143
Open this publication in new window or tab >>Meaning-making across languages: a case study of three multilingual writers in Sápmi
2017 (English)In: International Journal of Multilingualism, ISSN 1479-0718, E-ISSN 1747-7530, Vol. 14, no 2, p. 124-143Article in journal (Refereed) Published
Abstract [en]

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.

Keywords
Writing, multilingualism, indigenous language, meaning-making, Sami
National Category
Specific Languages Other Humanities not elsewhere specified
Identifiers
urn:nbn:se:umu:diva-101339 (URN)10.1080/14790718.2016.1155591 (DOI)000399550200006 ()
Projects
Literacy in Sapmi: multilingualism, revitalization and literacy development in the global north
Funder
Swedish Research Council, B0615301
Available from: 2015-03-27 Created: 2015-03-27 Last updated: 2018-06-07Bibliographically approved
Belancic, K., Lindgren, E., Outakoski, H., Westum, A. & Sullivan, K. (2017). Nordsamiska i och utanför skolan: språkanvändning och attityder. In: Marianne Liliequist och Coppélie Cocq (Ed.), Samisk kamp: kulturförmedling och rättviserörelse (pp. 252-279). Umeå: Bokförlaget h:ström - Text & Kultur
Open this publication in new window or tab >>Nordsamiska i och utanför skolan: språkanvändning och attityder
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2017 (Swedish)In: Samisk kamp: kulturförmedling och rättviserörelse / [ed] Marianne Liliequist och Coppélie Cocq, Umeå: Bokförlaget h:ström - Text & Kultur, 2017, p. 252-279Chapter in book (Refereed)
Place, publisher, year, edition, pages
Umeå: Bokförlaget h:ström - Text & Kultur, 2017
Series
Samiska studier, ISSN 1651-5153 ; 9
Series
Serie Akademi, ISSN 1653-9575 ; 12
Keywords
Utbildningsvetenskap
National Category
Specific Languages Didactics
Research subject
language teaching and learning
Identifiers
urn:nbn:se:umu:diva-132946 (URN)978-91-7327-231-5 (ISBN)
Funder
Swedish Research Council, 2011-6153
Available from: 2017-03-24 Created: 2017-03-24 Last updated: 2018-09-05Bibliographically approved
Lindgren, E., Sullivan, K. P., Outakoski, H. & Westum, A. (2016). Researching literacy development in the globalised North: studying tri-lingual children's English writing in Finnish, Norwegian and Swedish Sápmi. In: David R. Cole & Christine Woodrow (Ed.), Super Dimensions in Globalisation and Education: (pp. 55-68). Singapore: Springer
Open this publication in new window or tab >>Researching literacy development in the globalised North: studying tri-lingual children's English writing in Finnish, Norwegian and Swedish Sápmi
2016 (English)In: Super Dimensions in Globalisation and Education / [ed] David R. Cole & Christine Woodrow, Singapore: Springer, 2016, p. 55-68Chapter in book (Refereed)
Place, publisher, year, edition, pages
Singapore: Springer, 2016
Series
Cultural Studies and Transdiciplinarity in Education, ISSN 2345-7708 ; 5
National Category
Specific Languages Other Humanities not elsewhere specified
Research subject
Finno-Ugric Languages; language teaching and learning
Identifiers
urn:nbn:se:umu:diva-101336 (URN)10.1007/978-981-10-0312-7 (DOI)978-981-10-0310-3 (ISBN)978-981-10-0312-7 (ISBN)
Projects
Literacy in Sapmi: multilingualism, revitalization and literacy development in the global north
Funder
Swedish Research Council, B0615301
Available from: 2015-03-27 Created: 2015-03-27 Last updated: 2018-06-07Bibliographically approved
Outakoski, H. (2015). Davvisámegielat čálamáhtu konteaksta [The context of North Sámi literacy]. Sámi dieđalaš áigečála (1), 29-59
Open this publication in new window or tab >>Davvisámegielat čálamáhtu konteaksta [The context of North Sámi literacy]
2015 (Sami languages (Other))In: Sámi dieđalaš áigečála, ISSN 0805-4312, no 1, p. 29-59Article in journal (Refereed) Published
Abstract [en]

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.

Place, publisher, year, edition, pages
Tromsø: , 2015
Keywords
literacy, Continua of Biliteracy, methodology, sociolinguistics, North Sámi, čálamáhttu, guovttegielat čálamáhttu joatkašuvvi skálat, metodihkka, sosiolingvistihkka, davvisámegiella
National Category
Specific Languages
Research subject
Finno-Ugric Languages
Identifiers
urn:nbn:se:umu:diva-101329 (URN)
Projects
Literacy in Sápmi: Multilingualism, revitalization and literacy development in the global north
Funder
Swedish Research Council, 2011-6153
Available from: 2015-03-27 Created: 2015-03-27 Last updated: 2018-06-07Bibliographically approved
Outakoski, H. (2015). Multilingual literacy among young learners of North Sámi: contexts, complexity and writing in Sápmi. (Doctoral dissertation). Umeå: Umeå University
Open this publication in new window or tab >>Multilingual literacy among young learners of North Sámi: contexts, complexity and writing in Sápmi
2015 (English)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[sv]
Flerspråkig literacitet bland elever som studerar nordsamiska : kontexter, komplexitet och skrivande i Sápmi
Abstract [en]

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.

Place, publisher, year, edition, pages
Umeå: Umeå University, 2015. p. 113
Series
Umeå studies in language and literature ; 27
Keywords
bilingualism, complexity, Continua of Biliteracy, diversity, global North, keytroke logging, learners, literacy, Nordic Countries, North Sámi, Sápmi, school, writing
National Category
Specific Languages
Research subject
Finno-Ugric Languages
Identifiers
urn:nbn:se:umu:diva-102922 (URN)978-91-7601-284-0 (ISBN)
Public defence
2015-06-11, Hörsal E, Humanisthuset, Umeå universitet, Umeå, 15:00 (Swedish)
Opponent
Supervisors
Projects
Literacy in Sápmi: multilingualism, revitalization and literacy development in the global north (Vetenskapsrådet 2011-6153)
Funder
Swedish Research Council, 2011-6153
Available from: 2015-05-20 Created: 2015-05-11 Last updated: 2018-06-07Bibliographically approved
Allard, C., Axelsson, P., Brännlund, I., Cocq, C., Hjortfors, L.-M., Jacobsson, L., . . . Össbo, Å. (2015). Rasbiologiskt språkbruk i statens rättsprocess mot sameby. Dagens Nyheter
Open this publication in new window or tab >>Rasbiologiskt språkbruk i statens rättsprocess mot sameby
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2015 (Swedish)In: Dagens Nyheter, ISSN 1101-2447Article in journal, News item (Other (popular science, discussion, etc.)) Published
Abstract [sv]

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.

Keywords
girjas, samer, rasbiologi, urfolk, diskriminering
National Category
History Political Science (excluding Public Administration Studies and Globalisation Studies)
Identifiers
urn:nbn:se:umu:diva-111276 (URN)
Note

Publicerad: 2015-06-11

Available from: 2015-11-11 Created: 2015-11-11 Last updated: 2018-09-07Bibliographically approved
Hornberger, N. H. & Outakoski, H. (2015). Sámi time, space and place: exploring teachers' metapragmatic statements on Sámi language use, teaching and revitalization in Sápmi. Confero: Essays on Education, Philosophy and Politics, 3(1), 1-46
Open this publication in new window or tab >>Sámi time, space and place: exploring teachers' metapragmatic statements on Sámi language use, teaching and revitalization in Sápmi
2015 (English)In: Confero: Essays on Education, Philosophy and Politics, ISSN 2001-4562, Vol. 3, no 1, p. 1-46Article in journal (Refereed) Published
Keywords
erasure, iconicization, ideological and implementational space, Indigenous language education, language ideologies, language revitalization, metapragmatic statements, place, recursivity, Sámi
National Category
Specific Languages Learning Social Anthropology
Identifiers
urn:nbn:se:umu:diva-101335 (URN)10.3384/confero.2001-4562.150618 (DOI)
Projects
Literacy in Sapmi: multilingualism, revitalization and literacy development in the global north
Funder
Swedish Research Council, B0615301
Available from: 2015-03-27 Created: 2015-03-27 Last updated: 2018-06-07Bibliographically approved
Projects
Aktasne - Together II: New perspectives, theories and methodologies on Sámi studies [2015-1739_Formas]; Umeå UniversityHow does teaching support writing in a multilingual heritage language context? [2017-00474_VR]; Umeå University
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-6157-2879

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