Language teacher identity and language acquisition in a South Saami preschool: A narrative inquiry
This paper explores language teacher identity (LTI) among three preschool teachers. The focus lies on the preschool teachers’ identities as linguistic role models by means of analysing their own descriptions of language learning, that is, their personal experiences of and reflections on language acq...
Published in: | The Australian Journal of Indigenous Education |
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Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland
2022
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Online Access: | https://doi.org/10.55146/ajie.v51i2.321 https://doaj.org/article/d3552685e4374ae6a2be40c0991a7f91 |
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ftdoajarticles:oai:doaj.org/article:d3552685e4374ae6a2be40c0991a7f91 2023-05-15T18:08:12+02:00 Language teacher identity and language acquisition in a South Saami preschool: A narrative inquiry David Kroik 2022-12-01T00:00:00Z https://doi.org/10.55146/ajie.v51i2.321 https://doaj.org/article/d3552685e4374ae6a2be40c0991a7f91 EN eng Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland https://ajie.atsis.uq.edu.au/ajie/article/view/321 https://doaj.org/toc/2049-7784 doi:10.55146/ajie.v51i2.321 2049-7784 https://doaj.org/article/d3552685e4374ae6a2be40c0991a7f91 The Australian Journal of Indigenous Education, Vol 51, Iss 2 (2022) Indigenous language teachers narratives Saami language Saami preschool teachers narrative inquiry language acquistion Special aspects of education LC8-6691 article 2022 ftdoajarticles https://doi.org/10.55146/ajie.v51i2.321 2022-12-30T20:04:27Z This paper explores language teacher identity (LTI) among three preschool teachers. The focus lies on the preschool teachers’ identities as linguistic role models by means of analysing their own descriptions of language learning, that is, their personal experiences of and reflections on language acquisition. Three interviews were made with different in-service preschool teachers. The interviews were analysed by means of narrative inquiry and thematic analysis and guided by literature on LTI, as well as the researcher’s previous experience and knowledge of the current field. The findings illustrate how the teachers assumed a leading position in the South Saami language revitalisation project and cope with the responsibility tied to that position. The discussion of the narratives revolves around language teaching and learning made salient in the narrative process. The study provides a hopeful view of language revitalisation by showcasing that it is not only the expected first-language native speakers that are driving forces in the process of restoring a broken chain of intergenerational language transmission. It further illustrates a way for an Indigenous academic to investigate settings within their own community and collaborate with other stakeholders in a language revitalisation project to generate new insights on language revitalisation. Article in Journal/Newspaper saami Directory of Open Access Journals: DOAJ Articles The Australian Journal of Indigenous Education 51 2 |
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Open Polar |
collection |
Directory of Open Access Journals: DOAJ Articles |
op_collection_id |
ftdoajarticles |
language |
English |
topic |
Indigenous language teachers narratives Saami language Saami preschool teachers narrative inquiry language acquistion Special aspects of education LC8-6691 |
spellingShingle |
Indigenous language teachers narratives Saami language Saami preschool teachers narrative inquiry language acquistion Special aspects of education LC8-6691 David Kroik Language teacher identity and language acquisition in a South Saami preschool: A narrative inquiry |
topic_facet |
Indigenous language teachers narratives Saami language Saami preschool teachers narrative inquiry language acquistion Special aspects of education LC8-6691 |
description |
This paper explores language teacher identity (LTI) among three preschool teachers. The focus lies on the preschool teachers’ identities as linguistic role models by means of analysing their own descriptions of language learning, that is, their personal experiences of and reflections on language acquisition. Three interviews were made with different in-service preschool teachers. The interviews were analysed by means of narrative inquiry and thematic analysis and guided by literature on LTI, as well as the researcher’s previous experience and knowledge of the current field. The findings illustrate how the teachers assumed a leading position in the South Saami language revitalisation project and cope with the responsibility tied to that position. The discussion of the narratives revolves around language teaching and learning made salient in the narrative process. The study provides a hopeful view of language revitalisation by showcasing that it is not only the expected first-language native speakers that are driving forces in the process of restoring a broken chain of intergenerational language transmission. It further illustrates a way for an Indigenous academic to investigate settings within their own community and collaborate with other stakeholders in a language revitalisation project to generate new insights on language revitalisation. |
format |
Article in Journal/Newspaper |
author |
David Kroik |
author_facet |
David Kroik |
author_sort |
David Kroik |
title |
Language teacher identity and language acquisition in a South Saami preschool: A narrative inquiry |
title_short |
Language teacher identity and language acquisition in a South Saami preschool: A narrative inquiry |
title_full |
Language teacher identity and language acquisition in a South Saami preschool: A narrative inquiry |
title_fullStr |
Language teacher identity and language acquisition in a South Saami preschool: A narrative inquiry |
title_full_unstemmed |
Language teacher identity and language acquisition in a South Saami preschool: A narrative inquiry |
title_sort |
language teacher identity and language acquisition in a south saami preschool: a narrative inquiry |
publisher |
Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland |
publishDate |
2022 |
url |
https://doi.org/10.55146/ajie.v51i2.321 https://doaj.org/article/d3552685e4374ae6a2be40c0991a7f91 |
genre |
saami |
genre_facet |
saami |
op_source |
The Australian Journal of Indigenous Education, Vol 51, Iss 2 (2022) |
op_relation |
https://ajie.atsis.uq.edu.au/ajie/article/view/321 https://doaj.org/toc/2049-7784 doi:10.55146/ajie.v51i2.321 2049-7784 https://doaj.org/article/d3552685e4374ae6a2be40c0991a7f91 |
op_doi |
https://doi.org/10.55146/ajie.v51i2.321 |
container_title |
The Australian Journal of Indigenous Education |
container_volume |
51 |
container_issue |
2 |
_version_ |
1766180464717987840 |