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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Language: | English |
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Umeå universitet, Institutionen för språkstudier
2022
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ftumeauniv:oai:DiVA.org:umu-205387 2023-10-09T21:55:39+02:00 Language teacher identity and language acquisition in a South Saami preschool : a narrative inquiry Kroik, David 2022 application/pdf http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-205387 https://doi.org/10.55146/ajie.v51i2.321 eng eng Umeå universitet, Institutionen för språkstudier Faculty of Education and Arts, Nord University, Levanger, Norway University of Queensland Australian Journal of Indigenous Education, 1326-0111, 2022, 51:2, orcid:0000-0002-0658-6415 http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-205387 doi:10.55146/ajie.v51i2.321 ISI:000904781200010 Scopus 2-s2.0-85159210844 info:eu-repo/semantics/openAccess Indigenous language teachers narratives Saami language Saami preschool teachers narrative inquiry language acquistion Didactics Didaktik Article in journal info:eu-repo/semantics/article text 2022 ftumeauniv https://doi.org/10.55146/ajie.v51i2.321 2023-09-22T14:00:11Z 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 Umeå University: Publications (DiVA) The Australian Journal of Indigenous Education 51 2 |
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collection |
Umeå University: Publications (DiVA) |
op_collection_id |
ftumeauniv |
language |
English |
topic |
Indigenous language teachers narratives Saami language Saami preschool teachers narrative inquiry language acquistion Didactics Didaktik |
spellingShingle |
Indigenous language teachers narratives Saami language Saami preschool teachers narrative inquiry language acquistion Didactics Didaktik Kroik, David 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 Didactics Didaktik |
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 |
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 |
publisher |
Umeå universitet, Institutionen för språkstudier |
publishDate |
2022 |
url |
http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-205387 https://doi.org/10.55146/ajie.v51i2.321 |
genre |
saami |
genre_facet |
saami |
op_relation |
Australian Journal of Indigenous Education, 1326-0111, 2022, 51:2, orcid:0000-0002-0658-6415 http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-205387 doi:10.55146/ajie.v51i2.321 ISI:000904781200010 Scopus 2-s2.0-85159210844 |
op_rights |
info:eu-repo/semantics/openAccess |
op_doi |
https://doi.org/10.55146/ajie.v51i2.321 |
container_title |
The Australian Journal of Indigenous Education |
container_volume |
51 |
container_issue |
2 |
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1779319648693518336 |