Language revitalization
What are the consequences of a language ‘dying’?
many correct answers:
A quote from the reading: “If a language dies, the wisdom of thousands of years disappears” (p.134)
Define “language nest” and list some of their benefits.
By linking culture and language, the goal of a language nest is “ for children to achieve functional bilingualism in Sámi and Finnish for different purposes in everyday situations” (p.135). They are used by Indigenous peoples to revive and revitalize their languages, cultures, and values. “Within language nests, children are included in language revitalisation activities, which are more of a quest for simultaneous bilingualism than successive bilingualism” (P.135).
What do the four colours on the Sami language nesting pedagogy flag represent? Can you remember anything else of significance about the flag?
Red: fire, blue: water, yellow: sunshine, green: nature
other key ideas:
Red: fire, blue: water, yellow: sunshine, green: nature
Other concepts related to the flag:
the flag represents “the Sámi language and the pedagogical framework of language teaching: Sámegiela ealaskahttin [Sámi language revitalisation], Sápmelaš kultuvra [Sámi culture], Sápmelaš bajásgeassin [Sámi education], and giela oahppan [language acquisition]” (P. 143)
The šiella [cradle ball] in the center of the flag is attached to a child's cradle and is a symbol that keeps away evil.
The šiella has nine rigs which each represent a basic for language nest pedagogy, these include “primary activities, the annual nature cycle, community and visitors as resources, small group pedagogy, theme teaching, morning classes, language learning games, storytelling, and material resources” (p. 143)
All sámi children have access to the sámi culture and language outside of the language nest
FALSE: Due to colonialism, assimilation and the racist laws restricting Sámi language learning multiple generations of Sámi communities have lost connection with their language. For many young children today, the nests are their only relationship to that culture and language.
Explain how languages, like Sámi, become endangered.
Sámi languages became heavily endangered through assimilation based policies from the Finnish government between 1950-1960 by prohibiting the use of traditional Sami religion and language in schools.
Give an example of how the reading is pertinent to our local environment or other cultures around the globe.
Many possible answers. Example: Through eurocentric and assimilation based practices, local Indigenous languages have undergone language genocide. The language of Sylix Okanagan peoples; nsyilxcən has been severely impacted.
What role did the community play in sámi language nests?
Guest speakers, community events, and familial relations all support the functions of language nests. “In the language nest, the connection with the community was safeguarded; the educators were actively engaged with the surrounding community, and the language nest children participated in local cultural events. During these activities, children heard others speak the language, and they were able to use the language naturally outside of the language nest” (P. 142).
In Sámi education, children are not co-owners of their education, they are not responsible for their actions, instead, the community leaders should be accountable for the children's development of self-esteem
FALSE: “In Sámi education, children are co-owners of their education. They are responsible for their actions, and their self-esteem develops naturally through action” (p.136).
How do Äärelä-Vihriälä and Turunen define a native language and how may this definition be based on colonial practices?
The authors define a ‘native language’ as “ the first language learned in childhood in a family sharing the same cultural and linguistic background” (p. 134). This definition can be based on colonial practices since “the loss of language in Sámi communities has not been voluntary, it can be said that the native languages are still their first languages” (P.134).
What is the difference between primary and secondary functions in Sámi’s language nest?
“The primary function activities were conducted in Sámi and were based on Sámi culture and the primary activities also consisted of daily care, activities related to care, and necessary activities in the language nest” (p.140) whereas the secondary functions “created opportunities for a holistic Sámi educational approach” (p.142).
What are the four themes of the primary functions of sámi language nests and how do they work towards building culture and language revitalization?
The four themes are “everyday activities of language support”, “dining”, “naptime” and “outdoor activities”. These activities were based on Sámi culture meaning that the education undergone in these nests reflected the everyday lives of Sámi peoples. It strengthened the children's relationship with nature and taught them culturally specific aspects of nature, they learned sámi history through song and literature, it introduced them to dining and food vocabulary to be used in daily situations and more. Not only do language nests build towards language revitalization through reintroducing the language but also the culture and culturally specific aspects of language.
Did the ethnographer have an outside perspective?
Technically TRUE: Although the ethnographer was ‘an insider in the culture, she was not familiar with language nests as a phenomenon” (P. 138). Therefore she had two roles as an ethnographer, both as a community member and an outside researcher. Additionally, it was essential for someone from within the community to conduct this research as in-depth knowledge of the language was required.
Define the Sámi term “bagadallon iđitboddu” [baga-dallon idi-boddu] and its significance.
bagadallon iđitboddu refers to ‘morning circle’. Its significance lies in being based on “Sámi pedagogical practices and supported children’s ownership of their education” (p.141).