Language revitalization in Sámi Early Childhood Education and Care institutions
The aim of this study in seven Sámi Early Childhood Education and Care institutions (ECECs) is to explore how we can understand language revitalization strategies in Sámi ECECs in the light of socio-cultural theories on human learning. The ECEC staff informants point to the important role the Sámi l...
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Forlaget Skolepsykologi (norsk)
2022
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ftdmmhs:oai:open.dmmh.no:11250/3048767 2023-05-15T18:12:31+02:00 Language revitalization in Sámi Early Childhood Education and Care institutions Bjerklund, Monica Åmot, Ingvild Norway 2022-09 application/pdf https://hdl.handle.net/11250/3048767 eng eng Forlaget Skolepsykologi (norsk) https://utdanningsforskning.no/artikler/2022/language-revitalization-in-sami-early-childhood-education-and-care-institutions/ Psykologi i kommunen (PIK). 2022, 4 1-19. urn:issn:1892-3364 https://hdl.handle.net/11250/3048767 cristin:2066838 Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal http://creativecommons.org/licenses/by-nc-nd/4.0/deed.no ©2022 Psykologi i kommunen CC-BY-NC-ND 1-19. 4 Psykologi i kommunen (PIK) 4157 Sami language psychosocial environment language revitalization VDP::Pedagogiske fag: 280 VDP::Samfunnsvitenskap: 200::Psykologi: 260 Peer reviewed Journal article 2022 ftdmmhs 2023-02-08T23:42:27Z The aim of this study in seven Sámi Early Childhood Education and Care institutions (ECECs) is to explore how we can understand language revitalization strategies in Sámi ECECs in the light of socio-cultural theories on human learning. The ECEC staff informants point to the important role the Sámi language has in their everyday practice, and to its role in children’s psychosocial development. They highlighted language revitalization in relation to children’s language competence in general, language in play, the staff’s language competence and the language environment in the ECECs. The Sámi ECECs have tried to create an environment for language revitalization based on the children’s participation, social interaction, play, and previous experiences. In some of the ECECs the staff speak less Sámi than some of the children. To stimulate language revitalization, it will be important for the children, according to Vygotsky (1978, p. 86), to communicate with staff who are more proficient in Sámi than they are. To be able to supervise and/or work together with Sámi-speaking ECECs, it is essential that the Educational-Psychological Services (EPS) staff have knowledge of the practices and possibilities for language revitalization. Language revitalization in Sámi Early Childhood Education and Care institutions publishedVersion Article in Journal/Newspaper sami sami Sámi Queen Maud University College of Early Childhood Education (QMUC) Norway |
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collection |
Queen Maud University College of Early Childhood Education (QMUC) |
op_collection_id |
ftdmmhs |
language |
English |
topic |
Sami language psychosocial environment language revitalization VDP::Pedagogiske fag: 280 VDP::Samfunnsvitenskap: 200::Psykologi: 260 |
spellingShingle |
Sami language psychosocial environment language revitalization VDP::Pedagogiske fag: 280 VDP::Samfunnsvitenskap: 200::Psykologi: 260 Bjerklund, Monica Åmot, Ingvild Language revitalization in Sámi Early Childhood Education and Care institutions |
topic_facet |
Sami language psychosocial environment language revitalization VDP::Pedagogiske fag: 280 VDP::Samfunnsvitenskap: 200::Psykologi: 260 |
description |
The aim of this study in seven Sámi Early Childhood Education and Care institutions (ECECs) is to explore how we can understand language revitalization strategies in Sámi ECECs in the light of socio-cultural theories on human learning. The ECEC staff informants point to the important role the Sámi language has in their everyday practice, and to its role in children’s psychosocial development. They highlighted language revitalization in relation to children’s language competence in general, language in play, the staff’s language competence and the language environment in the ECECs. The Sámi ECECs have tried to create an environment for language revitalization based on the children’s participation, social interaction, play, and previous experiences. In some of the ECECs the staff speak less Sámi than some of the children. To stimulate language revitalization, it will be important for the children, according to Vygotsky (1978, p. 86), to communicate with staff who are more proficient in Sámi than they are. To be able to supervise and/or work together with Sámi-speaking ECECs, it is essential that the Educational-Psychological Services (EPS) staff have knowledge of the practices and possibilities for language revitalization. Language revitalization in Sámi Early Childhood Education and Care institutions publishedVersion |
format |
Article in Journal/Newspaper |
author |
Bjerklund, Monica Åmot, Ingvild |
author_facet |
Bjerklund, Monica Åmot, Ingvild |
author_sort |
Bjerklund, Monica |
title |
Language revitalization in Sámi Early Childhood Education and Care institutions |
title_short |
Language revitalization in Sámi Early Childhood Education and Care institutions |
title_full |
Language revitalization in Sámi Early Childhood Education and Care institutions |
title_fullStr |
Language revitalization in Sámi Early Childhood Education and Care institutions |
title_full_unstemmed |
Language revitalization in Sámi Early Childhood Education and Care institutions |
title_sort |
language revitalization in sámi early childhood education and care institutions |
publisher |
Forlaget Skolepsykologi (norsk) |
publishDate |
2022 |
url |
https://hdl.handle.net/11250/3048767 |
op_coverage |
Norway |
geographic |
Norway |
geographic_facet |
Norway |
genre |
sami sami Sámi |
genre_facet |
sami sami Sámi |
op_source |
1-19. 4 Psykologi i kommunen (PIK) 4157 |
op_relation |
https://utdanningsforskning.no/artikler/2022/language-revitalization-in-sami-early-childhood-education-and-care-institutions/ Psykologi i kommunen (PIK). 2022, 4 1-19. urn:issn:1892-3364 https://hdl.handle.net/11250/3048767 cristin:2066838 |
op_rights |
Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal http://creativecommons.org/licenses/by-nc-nd/4.0/deed.no ©2022 Psykologi i kommunen |
op_rightsnorm |
CC-BY-NC-ND |
_version_ |
1766185043105939456 |