Pedagogical Translanguaging to Create Sustainable Minority Language Practices in Kindergarten
The coastal areas of Finnmark have deep Sámi roots. With the Norwegian assimilation policy—Norwegianization—the transition to the Norwegian language has been extensive here, placing the region outside Sámi core areas. Nevertheless, indigenous Sea Sámi identity still exists, and language vitalization...
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Online Access: | https://hdl.handle.net/10037/20788 https://doi.org/10.3390/su13073613 |
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ftunivtroemsoe:oai:munin.uit.no:10037/20788 2023-05-15T16:13:43+02:00 Pedagogical Translanguaging to Create Sustainable Minority Language Practices in Kindergarten Kleemann, Carola 2021-03-24 https://hdl.handle.net/10037/20788 https://doi.org/10.3390/su13073613 eng eng MDPI Sustainability info:eu-repo/grantAgreement/RCN/FINNUT/275575/Norway/KINDERGARTEN KNOWLEDGE - Centre for Systemic Research on Diversity and Sustainable Futures// FRIDAID 1902526 https://doi.org/10.3390/su13073613 2071-1050 https://hdl.handle.net/10037/20788 openAccess Copyright 2021 The Author(s) VDP::Humanities: 000::Linguistics: 010::Sami language: 031 VDP::Humaniora: 000::Språkvitenskapelige fag: 010::Samisk språk: 031 Journal article Tidsskriftartikkel Peer reviewed publishedVersion 2021 ftunivtroemsoe https://doi.org/10.3390/su13073613 2021-06-25T17:58:09Z The coastal areas of Finnmark have deep Sámi roots. With the Norwegian assimilation policy—Norwegianization—the transition to the Norwegian language has been extensive here, placing the region outside Sámi core areas. Nevertheless, indigenous Sea Sámi identity still exists, and language vitalization and raising awareness of culture are shown in Sámi institution building. Within these frames, kindergarten teachers with Sámi backgrounds work to strengthen their local Sámi language and culture in a Sámi department of a kindergarten outside the core Sámi areas. This article aims to shed light on how the use of their bilingual resources in pedagogical translanguaging practices can build sustainable language practices for North Sámi. With children and adults, we explored how culturally aware, situated outdoors activities, such as building a campfire and gathering berries, encouraged children’s use of North Sámi. Both children and adults recorded these activities with GoPro cameras. The material was transcribed and analyzed using Conversation Analysis and translanguaging. For this article, I chose three episodes in which kindergarten teachers used their bilingual language register to interact with children in different pedagogical practices to give children input in North Sámi. Pedagogical translanguaging with young language learners in an emergent bilingual situation could help strengthen North Sámi language and culture outside Sámi core areas. Article in Journal/Newspaper Finnmark North Sámi sami sami Sámi samisk Finnmark University of Tromsø: Munin Open Research Archive Sustainability 13 7 3613 |
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University of Tromsø: Munin Open Research Archive |
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ftunivtroemsoe |
language |
English |
topic |
VDP::Humanities: 000::Linguistics: 010::Sami language: 031 VDP::Humaniora: 000::Språkvitenskapelige fag: 010::Samisk språk: 031 |
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VDP::Humanities: 000::Linguistics: 010::Sami language: 031 VDP::Humaniora: 000::Språkvitenskapelige fag: 010::Samisk språk: 031 Kleemann, Carola Pedagogical Translanguaging to Create Sustainable Minority Language Practices in Kindergarten |
topic_facet |
VDP::Humanities: 000::Linguistics: 010::Sami language: 031 VDP::Humaniora: 000::Språkvitenskapelige fag: 010::Samisk språk: 031 |
description |
The coastal areas of Finnmark have deep Sámi roots. With the Norwegian assimilation policy—Norwegianization—the transition to the Norwegian language has been extensive here, placing the region outside Sámi core areas. Nevertheless, indigenous Sea Sámi identity still exists, and language vitalization and raising awareness of culture are shown in Sámi institution building. Within these frames, kindergarten teachers with Sámi backgrounds work to strengthen their local Sámi language and culture in a Sámi department of a kindergarten outside the core Sámi areas. This article aims to shed light on how the use of their bilingual resources in pedagogical translanguaging practices can build sustainable language practices for North Sámi. With children and adults, we explored how culturally aware, situated outdoors activities, such as building a campfire and gathering berries, encouraged children’s use of North Sámi. Both children and adults recorded these activities with GoPro cameras. The material was transcribed and analyzed using Conversation Analysis and translanguaging. For this article, I chose three episodes in which kindergarten teachers used their bilingual language register to interact with children in different pedagogical practices to give children input in North Sámi. Pedagogical translanguaging with young language learners in an emergent bilingual situation could help strengthen North Sámi language and culture outside Sámi core areas. |
format |
Article in Journal/Newspaper |
author |
Kleemann, Carola |
author_facet |
Kleemann, Carola |
author_sort |
Kleemann, Carola |
title |
Pedagogical Translanguaging to Create Sustainable Minority Language Practices in Kindergarten |
title_short |
Pedagogical Translanguaging to Create Sustainable Minority Language Practices in Kindergarten |
title_full |
Pedagogical Translanguaging to Create Sustainable Minority Language Practices in Kindergarten |
title_fullStr |
Pedagogical Translanguaging to Create Sustainable Minority Language Practices in Kindergarten |
title_full_unstemmed |
Pedagogical Translanguaging to Create Sustainable Minority Language Practices in Kindergarten |
title_sort |
pedagogical translanguaging to create sustainable minority language practices in kindergarten |
publisher |
MDPI |
publishDate |
2021 |
url |
https://hdl.handle.net/10037/20788 https://doi.org/10.3390/su13073613 |
genre |
Finnmark North Sámi sami sami Sámi samisk Finnmark |
genre_facet |
Finnmark North Sámi sami sami Sámi samisk Finnmark |
op_relation |
Sustainability info:eu-repo/grantAgreement/RCN/FINNUT/275575/Norway/KINDERGARTEN KNOWLEDGE - Centre for Systemic Research on Diversity and Sustainable Futures// FRIDAID 1902526 https://doi.org/10.3390/su13073613 2071-1050 https://hdl.handle.net/10037/20788 |
op_rights |
openAccess Copyright 2021 The Author(s) |
op_doi |
https://doi.org/10.3390/su13073613 |
container_title |
Sustainability |
container_volume |
13 |
container_issue |
7 |
container_start_page |
3613 |
_version_ |
1765999540626784256 |