Hanna Outakoski (Ubmi universitehta)<\/p>\n
Vie\u010d\u010da artihkkala: Davvis\u00e1megielat \u010d\u00e1lam\u00e1htu konteaksta<\/a> (pdf).<\/p>\n Artihkkala dutkan\u010duolbman lea \u010dielggadit ja \u010dalmmustahttit makk\u00e1r s\u00e1megielat \u010d\u00e1lam\u00e1htola\u0161 konteavsttat ja daidda konteavsttaide gulleva\u0161 \u00e1igeguovdilis h\u00e1stalusat davimus S\u00e1mis leat giela h\u00e1lliid ja \u010d\u00e1lliid v\u00e1st\u00e1dusaid mielde, ja mo dakk\u00e1r h\u00e1stalusaid s\u00e1htt\u00e1 saj\u00e1idahttit ja dulkot Hornbergera guovttegielat \u010d\u00e1lam\u00e1htu jotkkola\u0161vuo\u0111a sk\u00e1laid vehkiin. D\u00e1t d\u00e1hp\u00e1husdutkamu\u0161 \u010duo\u010d\u010duha ahte dievasla\u0161 s\u00e1megielat \u010d\u00e1lam\u00e1htu juksamis leat d\u00e1l\u00e1 S\u00e1mis m\u00e1\u014bggat h\u00e1stalusat. D\u00e1n artihkkalis \u00e1rvaluvvoge ahte guovttegielat balanserejuvvon dahje d\u00e1ssedettola\u0161 \u010d\u00e1lam\u00e1httu lea d\u00e1vj\u00e1 skuvllaid virgg\u00e1la\u0161 mihttomearri ja ovttaskas olbmuid s\u00e1valdat S\u00e1mis, muhto gielala\u0161 ideologiijat servodatd\u00e1sis, gielladoaladumit ovttaskas olbmuid d\u00e1sis ja duohtam\u00e1ilmmis \u010da\u0111ahuvvon doaimmat dahje daid v\u00e1ilun v\u00e1ikkuhit m\u00e1\u014bgii negatiivvala\u010d\u010dat dasa man guvlui guovttegielat \u010d\u00e1lam\u00e1htu jotkkola\u0161vuo\u0111a sk\u00e1lat h\u00e1llanit. Dutkamu\u0161a bohtosat \u010dujuhit ahte s\u00e1megiella ii b\u00e1ljo oidno iige gullo eana\u0161 s\u00e1meohppiid d\u00e1b\u00e1leamos \u010d\u00e1lam\u00e1htola\u0161 konteavsttain asto\u00e1iggis iige skuvllasge.<\/p>\n F\u00e1dd\u00e1s\u00e1nit: \u010d\u00e1lam\u00e1httu, guovttegielat \u010d\u00e1lam\u00e1htu jotkkola\u0161vuo\u0111a sk\u00e1lat, jearranskovveguorahallan, sosiolingvistihkka, davvis\u00e1megiella<\/p>\n This article sets out to unravel the contexts of S\u00e1mi literacy that are necessarily and unavoidably intertwined with the bilingual and biliterate experience of S\u00e1mi learners in North S\u00e1mi speaking regions of S\u00e1pmi 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 S\u00e1mi learners and their parents during the school year 2012\u20132013 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.<\/p>\n According to my findings, the S\u00e1mi 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 S\u00e1mi 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 S\u00e1mi 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 S\u00e1mi 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 S\u00e1mi literacy skills among S\u00e1mi learners, S\u00e1mi 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 S\u00e1mi learners\u2019 biliteracy.<\/p>\n Keywords: literacy, Continua of Biliteracy, survey study, sociolinguistics, North S\u00e1mi<\/p>\n <\/p>\n","protected":false},"excerpt":{"rendered":" Davvis\u00e1megielat \u010d\u00e1lam\u00e1htu konteaksta Hanna Outakoski (Ubmi universitehta) Vie\u010d\u010da artihkkala: Davvis\u00e1megielat \u010d\u00e1lam\u00e1htu konteaksta (pdf). Artihkkala dutkan\u010duolbman lea \u010dielggadit ja \u010dalmmustahttit makk\u00e1r s\u00e1megielat \u010d\u00e1lam\u00e1htola\u0161 konteavsttat ja daidda konteavsttaide gulleva\u0161 \u00e1igeguovdilis h\u00e1stalusat davimus S\u00e1mis leat giela h\u00e1lliid ja \u010d\u00e1lliid v\u00e1st\u00e1dusaid mielde, ja mo … Les videre <\/h3>\n
The context of North S\u00e1mi literacy<\/h3>\n