| Summary: | Dát masterbargu lea guovttegielat oahpahusa birra muhtin sámi skuvllas. Dutkan lea čađahuvvon gaskadassiluohkás gos majoritehtagiella lea sámegiella ja minoritehtagiella dárogiella. Áiggun guorahallat guovttegielatohppiid ja oahpaheaddji hupmangiela skuvlakonteavsttas, erenoamážit deattuhan giellamodus- ja kodamolsundáhpáhusaid. Dan vuođul oaččun maid dieđuid movt skuvla láhčá giellabirrasa ja movt oahpaheaddji bargá dakkár guovttegielat prográmmamálles. Etnografiija metodas geavahit máŋgametodalašvuođa, ja empiriija vuođđun leat sihke báddemat skuvladiimmuin, ságastallamat ja oahpaheaddji beaivegirji ja muđuid áican. Váldoteoriijaide maidda lean dorvvastan leat guovddáš guovttegielatvuođateoriijat mat bohtet sihke internationála, nationála ja sámi dutkamiin. Sámi skuvlla buoridit ja oahpaheaddji barggu ovddidit lea dehálaš ja maiddái áigumuš dáinna bargguin. This master thesis is about bilingual education in a sámi school. My research was conducted at upper primary level where the majority language was the Sámi language and the minority language was Norwegian. My goal is to research bilingual students and teachers oral language in school context, with emphasis on cases with language modes and code-switching. And on that basis I’ll also get data on how the school facilitates the language environment and how the teacher works in this kind of bilingual program model. Empiricism and multi-methods are the tools of ethnography, the basis are recordings during class, conversations, the teacher’s diary, and general observation. Main theories I relied on are fundamental bilingual theories that come from international, national and sámi researches. The improvement of Sámi schools and development of the Sámi school teacher is important, and also the intent of this thesis. publishedVersion
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