Sámi language teachers' professional identities explained through narratives about language acquisition
Conducted in northern Finland, this study examines Sámi language teachers’ professional identities through their narratives of language acquisition. We focus on how teachers’ professional identities are shaped by their language acquisition process. The results are based on the narratives of nine Nor...
Published in: | The Australian Journal of Indigenous Education |
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Format: | Article in Journal/Newspaper |
Language: | English |
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2020
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Online Access: | https://research.ulapland.fi/fi/publications/3d0a352f-2829-4f5a-9a71-051bd39d924c https://doi.org/10.1017/jie.2018.22 http://www.scopus.com/inward/record.url?scp=85061077186&partnerID=8YFLogxK http://www.scopus.com/inward/citedby.url?scp=85061077186&partnerID=8YFLogxK |
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ftulaplandcdispu:oai:lacris.ulapland.fi:publications/3d0a352f-2829-4f5a-9a71-051bd39d924c 2024-06-23T07:54:10+00:00 Sámi language teachers' professional identities explained through narratives about language acquisition Hammine, Madoka Keskitalo, Pigga Sarivaara, Erika Katjaana 2020-08 https://research.ulapland.fi/fi/publications/3d0a352f-2829-4f5a-9a71-051bd39d924c https://doi.org/10.1017/jie.2018.22 http://www.scopus.com/inward/record.url?scp=85061077186&partnerID=8YFLogxK http://www.scopus.com/inward/citedby.url?scp=85061077186&partnerID=8YFLogxK eng eng https://research.ulapland.fi/fi/publications/3d0a352f-2829-4f5a-9a71-051bd39d924c info:eu-repo/semantics/closedAccess Hammine , M , Keskitalo , P & Sarivaara , E K 2020 , ' Sámi language teachers' professional identities explained through narratives about language acquisition ' , Australian Journal of Indigenous Education , vol. 49 , no. 1 , pp. 89-97 . https://doi.org/10.1017/jie.2018.22 Indigenous language teachers language acquisition narratives professional identity Sámi language /dk/atira/pure/person/fieldofscience2010/5/16/2 name=General education article 2020 ftulaplandcdispu https://doi.org/10.1017/jie.2018.22 2024-06-10T23:41:12Z Conducted in northern Finland, this study examines Sámi language teachers’ professional identities through their narratives of language acquisition. We focus on how teachers’ professional identities are shaped by their language acquisition process. The results are based on the narratives of nine North, Inari and Skolt Sámi language teachers. Two aspects of teachers’ narratives were significantly linked to their identities as Sámi language teachers: (1) their backgrounds (indigenous/non-indigenous) and (2) their language acquisition experiences (acquired Sámi language in childhood/adulthood). Indigenous teachers appeared to express their professional identities strongly despite their challenging acquisition experiences and were inclined to work towards the future of Sámi languages. In addition, non-indigenous teachers were willing to further the development of Sámi languages although they are not indigenous, which perhaps contributes towards the future of Sámi languages. Teachers narrated complex thoughts about language acquisition and their professional identity and helped develop indigenous language education in their respective indigenous communities. We recommend that teachers’ in pre-service and service education should prepare and support indigenous language teachers by sharing knowledge about multilingual education practices and coping skills, particularly to help the latter manage varied tasks and heterogeneous contexts. Thus, this research study shows that both teachers’ language acquisition experiences and their current work situations shape their professional identity. Article in Journal/Newspaper Inari Northern Finland Sámi Skolt Sámi LaCRIS - University of Lapland Current Research System Inari ENVELOPE(27.029,27.029,68.906,68.906) The Australian Journal of Indigenous Education 49 1 89 97 |
institution |
Open Polar |
collection |
LaCRIS - University of Lapland Current Research System |
op_collection_id |
ftulaplandcdispu |
language |
English |
topic |
Indigenous language teachers language acquisition narratives professional identity Sámi language /dk/atira/pure/person/fieldofscience2010/5/16/2 name=General education |
spellingShingle |
Indigenous language teachers language acquisition narratives professional identity Sámi language /dk/atira/pure/person/fieldofscience2010/5/16/2 name=General education Hammine, Madoka Keskitalo, Pigga Sarivaara, Erika Katjaana Sámi language teachers' professional identities explained through narratives about language acquisition |
topic_facet |
Indigenous language teachers language acquisition narratives professional identity Sámi language /dk/atira/pure/person/fieldofscience2010/5/16/2 name=General education |
description |
Conducted in northern Finland, this study examines Sámi language teachers’ professional identities through their narratives of language acquisition. We focus on how teachers’ professional identities are shaped by their language acquisition process. The results are based on the narratives of nine North, Inari and Skolt Sámi language teachers. Two aspects of teachers’ narratives were significantly linked to their identities as Sámi language teachers: (1) their backgrounds (indigenous/non-indigenous) and (2) their language acquisition experiences (acquired Sámi language in childhood/adulthood). Indigenous teachers appeared to express their professional identities strongly despite their challenging acquisition experiences and were inclined to work towards the future of Sámi languages. In addition, non-indigenous teachers were willing to further the development of Sámi languages although they are not indigenous, which perhaps contributes towards the future of Sámi languages. Teachers narrated complex thoughts about language acquisition and their professional identity and helped develop indigenous language education in their respective indigenous communities. We recommend that teachers’ in pre-service and service education should prepare and support indigenous language teachers by sharing knowledge about multilingual education practices and coping skills, particularly to help the latter manage varied tasks and heterogeneous contexts. Thus, this research study shows that both teachers’ language acquisition experiences and their current work situations shape their professional identity. |
format |
Article in Journal/Newspaper |
author |
Hammine, Madoka Keskitalo, Pigga Sarivaara, Erika Katjaana |
author_facet |
Hammine, Madoka Keskitalo, Pigga Sarivaara, Erika Katjaana |
author_sort |
Hammine, Madoka |
title |
Sámi language teachers' professional identities explained through narratives about language acquisition |
title_short |
Sámi language teachers' professional identities explained through narratives about language acquisition |
title_full |
Sámi language teachers' professional identities explained through narratives about language acquisition |
title_fullStr |
Sámi language teachers' professional identities explained through narratives about language acquisition |
title_full_unstemmed |
Sámi language teachers' professional identities explained through narratives about language acquisition |
title_sort |
sámi language teachers' professional identities explained through narratives about language acquisition |
publishDate |
2020 |
url |
https://research.ulapland.fi/fi/publications/3d0a352f-2829-4f5a-9a71-051bd39d924c https://doi.org/10.1017/jie.2018.22 http://www.scopus.com/inward/record.url?scp=85061077186&partnerID=8YFLogxK http://www.scopus.com/inward/citedby.url?scp=85061077186&partnerID=8YFLogxK |
long_lat |
ENVELOPE(27.029,27.029,68.906,68.906) |
geographic |
Inari |
geographic_facet |
Inari |
genre |
Inari Northern Finland Sámi Skolt Sámi |
genre_facet |
Inari Northern Finland Sámi Skolt Sámi |
op_source |
Hammine , M , Keskitalo , P & Sarivaara , E K 2020 , ' Sámi language teachers' professional identities explained through narratives about language acquisition ' , Australian Journal of Indigenous Education , vol. 49 , no. 1 , pp. 89-97 . https://doi.org/10.1017/jie.2018.22 |
op_relation |
https://research.ulapland.fi/fi/publications/3d0a352f-2829-4f5a-9a71-051bd39d924c |
op_rights |
info:eu-repo/semantics/closedAccess |
op_doi |
https://doi.org/10.1017/jie.2018.22 |
container_title |
The Australian Journal of Indigenous Education |
container_volume |
49 |
container_issue |
1 |
container_start_page |
89 |
op_container_end_page |
97 |
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1802646186194108416 |