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  • 1.
    Belancic, Kristina
    et al.
    Umeå University, Faculty of Arts, Department of language studies. Umeå University, Faculty of Arts, Centre for Sami Research.
    Eva, Lindgren
    Umeå University, Faculty of Arts, Department of language studies.
    Discourses of functional bilingualism in the Sami curriculum in Sweden2017In: International Journal of Bilingual Education and Bilingualism, ISSN 1367-0050, E-ISSN 1747-7522Article in journal (Refereed)
    Abstract [en]

    Sami are Indigenous languages spoken by the Sami people in the northern parts of Scandinavia and Russia. All Sami languages are endangered because of historically aggressive assimilation policies. Currently Sami communities are working actively with language revitalisation processes. This article examines pupils’ access to knowledge in and about Sami languages and functional bilingualism in Sami and Swedish within the curriculum for the Sami schools in Sweden. Through a multifaceted lens of functional linguistic analysis, Bloom’s revised taxonomy of knowledge types and processes, and Bernstein’s concepts of vertical and horizontal discourse we examine the learning outcomes in the Sami and Swedish syllabi. The findings show an unequal balance between the two languages with the Sami syllabus containing fewer knowledge types, cognitive processes, verb processes, a stronger focus on oracy, and a stronger horizontal discourse than the Swedish syllabus. We conclude that the discourses about functional bilingualism that underpin these policy documents is contradictory and does not support Sami to be a fully functional language for all domains of society.

  • 2.
    Belancic, Kristina
    et al.
    Umeå University, Faculty of Arts, Centre for Sami Research.
    Lindgren, Eva
    Umeå University, Faculty of Arts, Department of language studies.
    Outakoski, Hanna
    Umeå University, Faculty of Arts, Department of language studies.
    Westum, Asbjørg
    Umeå University, Faculty of Arts, Department of language studies.
    Sullivan, Kirk
    Umeå University, Faculty of Arts, Department of language studies.
    Nordsamiska i och utanför skolan: språkanvändning och attityder2017In: Samisk kamp: kulturförmedling och rättviserörelse / [ed] Marianne Liliequist och Coppélie Cocq, Umeå: Bokförlaget h:ström - Text & Kultur, 2017, p. 252-279Chapter in book (Refereed)
  • 3.
    Cocq, Coppélie
    et al.
    Umeå University, Faculty of Arts, Humlab.
    Lindgren, Eva
    Umeå University, Faculty of Arts, Department of language studies.
    Belancic, Kristina
    Umeå University, Faculty of Arts, Department of language studies.
    Vannar, Ingegerd
    Samiskt språkcentrum.
    Sparrok, Sylvia
    Samiskt språkcentrum.
    Förstudie: kartläggning av de samiska språken2015Report (Other (popular science, discussion, etc.))
  • 4.
    Sullivan, Kirk P H
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Belancic, Kristina
    Umeå University, Faculty of Arts, Department of language studies.
    Lindgren, Eva
    Umeå University, Faculty of Arts, Department of language studies.
    Outakoski, Hanna
    Umeå University, Faculty of Arts, Department of language studies.
    Vinka, Mikael
    Umeå University, Faculty of Arts, Department of language studies.
    The global in the local: young multilingual language learners write in North Sámi (Finland, Norway, Sweden)2019In: 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.

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