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...
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ftnorduniv:oai:nordopen.nord.no:11250/3040069 2023-05-15T18:08:13+02:00 Language teacher identity and language acquisition in a South Saami preschool : A narrative inquiry Language teacher identity and language acquisition in a South Saami preschool: A narrative inquiry Kroik, David 2022 application/pdf https://hdl.handle.net/11250/3040069 https://doi.org/10.55146/ajie.v51i2.321 eng eng https://ajie.atsis.uq.edu.au/ajie/article/view/321/572 Kroik, D. (2022). Language teacher identity and language acquisition in a South Saami preschool: A narrative inquiry. The Australian Journal of Indigenous Education, 51(2). doi: urn:issn:2049-7784 https://hdl.handle.net/11250/3040069 https://doi.org/10.55146/ajie.v51i2.321 cristin:2094105 Navngivelse 4.0 Internasjonal http://creativecommons.org/licenses/by/4.0/deed.no © 2022 The Author(s) CC-BY 16 51 The Australian Journal of Indigenous Education 2 Language revitalisation Språkrevitalisering Barnehage revitalisering rekontekstualisering Kindergarten revitalization recontextualization samisk pedagogikk Sami kindergarten pedagogy Language revitalization VDP::Samisk språk: 031 VDP::Sami language: 031 Peer reviewed Journal article 2022 ftnorduniv https://doi.org/10.55146/ajie.v51i2.321 2023-01-04T23:43:18Z 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. publishedVersion Article in Journal/Newspaper saami sami samisk Open archive Nord universitet The Australian Journal of Indigenous Education 51 2 |
institution |
Open Polar |
collection |
Open archive Nord universitet |
op_collection_id |
ftnorduniv |
language |
English |
topic |
Language revitalisation Språkrevitalisering Barnehage revitalisering rekontekstualisering Kindergarten revitalization recontextualization samisk pedagogikk Sami kindergarten pedagogy Language revitalization VDP::Samisk språk: 031 VDP::Sami language: 031 |
spellingShingle |
Language revitalisation Språkrevitalisering Barnehage revitalisering rekontekstualisering Kindergarten revitalization recontextualization samisk pedagogikk Sami kindergarten pedagogy Language revitalization VDP::Samisk språk: 031 VDP::Sami language: 031 Kroik, David Language teacher identity and language acquisition in a South Saami preschool : A narrative inquiry |
topic_facet |
Language revitalisation Språkrevitalisering Barnehage revitalisering rekontekstualisering Kindergarten revitalization recontextualization samisk pedagogikk Sami kindergarten pedagogy Language revitalization VDP::Samisk språk: 031 VDP::Sami language: 031 |
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. publishedVersion |
format |
Article in Journal/Newspaper |
author |
Kroik, David |
author_facet |
Kroik, David |
author_sort |
Kroik, David |
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 |
publishDate |
2022 |
url |
https://hdl.handle.net/11250/3040069 https://doi.org/10.55146/ajie.v51i2.321 |
genre |
saami sami samisk |
genre_facet |
saami sami samisk |
op_source |
16 51 The Australian Journal of Indigenous Education 2 |
op_relation |
https://ajie.atsis.uq.edu.au/ajie/article/view/321/572 Kroik, D. (2022). Language teacher identity and language acquisition in a South Saami preschool: A narrative inquiry. The Australian Journal of Indigenous Education, 51(2). doi: urn:issn:2049-7784 https://hdl.handle.net/11250/3040069 https://doi.org/10.55146/ajie.v51i2.321 cristin:2094105 |
op_rights |
Navngivelse 4.0 Internasjonal http://creativecommons.org/licenses/by/4.0/deed.no © 2022 The Author(s) |
op_rightsnorm |
CC-BY |
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_ |
1766180492399345664 |