Davvisámegielat čálamáhtu konteaksta
Hanna Outakoski (Ubmi universitehta)
Viečča artihkkala: Davvisámegielat čálamáhtu konteaksta (pdf).
Artihkkala dutkančuolbman lea čielggadit ja čalmmustahttit makkár sámegielat čálamáhtolaš konteavsttat ja daidda konteavsttaide gullevaš áigeguovdilis hástalusat davimus Sámis leat giela hálliid ja čálliid vástádusaid mielde, ja mo dakkár hástalusaid sáhttá sajáidahttit ja dulkot Hornbergera guovttegielat čálamáhtu jotkkolašvuođa skálaid vehkiin. Dát dáhpáhusdutkamuš čuoččuha ahte dievaslaš sámegielat čálamáhtu juksamis leat dálá Sámis máŋggat hástalusat. Dán artihkkalis árvaluvvoge ahte guovttegielat balanserejuvvon dahje dássedettolaš čálamáhttu lea dávjá skuvllaid virggálaš mihttomearri ja ovttaskas olbmuid sávaldat Sámis, muhto gielalaš ideologiijat servodatdásis, gielladoaladumit ovttaskas olbmuid dásis ja duohtamáilmmis čađahuvvon doaimmat dahje daid váilun váikkuhit máŋgii negatiivvalaččat dasa man guvlui guovttegielat čálamáhtu jotkkolašvuođa skálat hállanit. Dutkamuša bohtosat čujuhit ahte sámegiella ii báljo oidno iige gullo eanaš sámeohppiid dábáleamos čálamáhtolaš konteavsttain astoáiggis iige skuvllasge.
Fáddásánit: čálamáhttu, guovttegielat čálamáhtu jotkkolašvuođa skálat, jearranskovveguorahallan, sosiolingvistihkka, davvisámegiella
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 experience of Sámi learners in North Sámi speaking regions of Sápmi in Sweden, Norway and Finland. This article presents a sociolinguistic cross-sectional case study. My primary material consists of 128 questionnaires that were gathered from 9 and 12 year-old North Sámi learners and their parents during the school year 2012–2013 in Finland, Norway and Sweden. I have approached and analysed the questionnaire data using the Hornbergian Continua of Biliteracy theoretical framework as my main conceptual tool.
According to my findings, the Sámi language is often conceived of as a language that is difficult to write and has more value when spoken fluently. Such views seem 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, one can 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. My findings further indicate that there are substantial interregional differences in the state of Sámi literacy due to both ideological and practical factors that arise in this complex bi- and multilingual context. Although some regions are coping better with reaching balanced biliteracy and good Sámi literacy 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 currently cause considerable lack of balance in many Sámi learners’ biliteracy.
Keywords: literacy, Continua of Biliteracy, survey study, sociolinguistics, North Sámi