Sámi University College (Brage)
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Čállingiela sátnesojahanmáhttu: Ohppetgo sámi oahppit riektačállima 10 jagi vuođđoskuvllas
Get PDFDavviriikkalaš sámi giellalávdegoddi dohkkehii Davvisámegiela oktasaš čállinvuogi 1978:s ja dasa bohte muhtin rievdadusat 1984:s. Dan rájes leat buot oahppogirjjit čállojuvvon dan ortografiija mielde. Dattege čájehuvvo ahte teavsttaid čállit davvisámegiela čállingiela norpma mielde ii leat nu álkes ášši. Dán masterčállosis guorahalan logi 10. luohká oahppi giehtačállosa. Dát oahppit leat buohkat lohkan davvisámegiela vuosttašgiellan, Máhttolokten – sámi (2006) oahppoplána vuođul ja sis leat leamaš seamma oahpponeavvut. Dán dutkamuša teorehtalaš vuođđu lea feailaanalysa, kontrastiiva analysa ja gaskagiela dutkamuš. Dutkamušas guorahallojuvvo man muddui oahppit ohppet čállit norpma mielde 10-jagi vuođđoskuvllaáiggis ja erenoamáš fuomášupmi giddejuvvo konsonántaguovddážii ja dássemolsašupmái. Dutkanmateriálan leat guokte čállinbarggu, okta diktáhtta ja okta bargoárka. Bohtosat čájehit ahte 15-jahkásaččat eai vel leat oahppan čállit jur buot sániid riekta. Bohtosat čájehit ahte konsonántaguovddážis leat liige eanemus feaillat. Nickel ja Sammallahti leaba sirren konsonántaguovddážiid 9 jovkui, 1-4D rádjai, konsonánttaid ja konsonántačohkiid mielde. Mun lean materiála sirren dáid joavkkuid ektui. Bohtosat čájehit ahte muhtun guovddáškonsonánta joavkkut ja konsonántačoahkit leat váddáseappot go earát. Eanemus feaillat leat sániin geahnohis dásis, ja stuorámus sivva dáidda feaillaide lea generaliseren ja ovttageardánahttin, ahte oahppi čállá geahnohis dási sániid konsonántaguovddáža, seamma ládje go sániid gievrras dásis. Dát guoská erenoamážit sániide main gievrras dásis leat unnit grafemat konsonántaguovddážis go geahnohis dásis. Muhto feaila sáhttá nuppe beliidge dáhpáhuvvat, ahte čállojuvvo ovdamearkka dihte hkk dalle go galggašii leat dušše hk, nugo juhkká (juhká). Suopman sáhttá dasa leat vejolaš sivvan. Čájehuvvo ahte mađi eanet grafemat leat konsonántaguovddážis, dađi eanet leat feaillat. Dasto guorahallojuvvo makkár deaddu Máhttolokten – sámi (2006) oahppoplánabuktosis lea sámegiela riektačállinmáhttui, ja maiddái man muddui sámegiela vuosttašgiela oahppogirjjit deattuhit dássemolsašumi ja sániid sojaheami čállingiela oahpaheamis. Loahpas ovdanbuktojuvvojit didákttalaš ja pedagogalaš bealit riektačállioahpahusas skuvllas.Northern Sami unified orthography was accepted in the Northern Countries Language Committee in the year 1978, with changes being made in the year 1984. Since then all schoolbooks written have followed this orthography. However, it shows that writing texts according to the Northern Sámi norms is not an easy task. In this master’s thesis the handwritten texts of 10 (ten) 10th (tenth) graders was taken under examination. All of the tested students were educated with Sami as their first language, following Máhttolokten – sámi 2006 curriculum and granted the same teaching aids. In this examination, the extent to which the students have learned writing the norms by a 10th (tenth) grade primary school education will be observed and extraordinary notice is put upon The Consonant Center and The Grade Alternation. The assigned material of study is 2 (two) written tasks, one dictation and one task sheet. The results show that none of the 15 (fifteen) year olds had learned successfully write all the words correctly. The results show that The Consonant Centers are where the failures are most prevalent. In the written words of some consonant groups, there were more errors than in others. Most of the failures are found within the words that are in the weak grade, and the prevalent reason for the errors is the simplification of The Consonant Center, that the student writes some words in the weak grade the same way they would write the strong grade. It was also revealed that the more graphemes within The Consonant Center, the more errors. Then it was inquired what emphasis Máhttolokten – sámi curriculum puts into sámi orthography and also to what degree Sámi first language textbooks emphasize grade alternation and inflection in the written language. At the very end, there will be presenting which didactic and pedagogical parts can be beneficiary regarding when working with grammar tics at school.publishedVersio
Sámegiella ja sámi árbevirolaš máhttu fágaidrasttildeaddji barggus: Sámi árbevirolaš doaimmat ja oarjemáilmmi skuvlakultuvra
Get PDFDán masterbarggus lea ulbmilin guorahallat giellaoahppama árbevirolaš doaimmaid bokte. Norggas váldet atnui ođđa fágaplánaid 2020 čavčča ja ođđa fágaplánain lea stuora deaddu fágaidrasttildeaddji fáttáin ja bargguin. Dat rahpá ođđa vejolašvuođaid bargat sámegiela oahpahemiin ođđa vugiiguin. Guorahalan sihke sámegielfága- ja eará fágaid fágaplánaid ja digaštalan vejolašvuođa lágidit oahpahusa mas oahppit barget sámi árbevirolaš, fágaidrasttildeaddji doaimmaiguin. Viidásit guorahalan fágaplánaid ja oarjemáilmmi skuvlakultuvrra, ja jus, dahje movt, dat heive oktii sámi árbevieruin. Dan oktavuođas maiddái geahčan sámi sisdoalu iešguđet fágaplánain, muhto maiddái gokko oahpaheaddjis lea vejolašvuohta lasihit sámi sisdoalu oahpahussii, earenoamážit sámi skuvllain. Ákkastalan manne sámi árbevirolaš doaimmat sáhttet leat buori váikkuhussan giellaoahppamii, ja maiddái guorahalan maid sáhttá ipmirdit sámi árbevirolaš doaibman. Dan oktavuođas lean čađahan jearahallamiid sihke fágabargiiguin ja eará olbmuiguin geain dieđán lea stuora máhttu sámi árbevirolaš doaimmain. Sin vásáhusaid ja dieđuid vuođul lean defineren mii sáhttá ipmirduvvot sámi árbevirolaš doaibman, muhto maiddái makkár ipmárdusat sáhttet doahpagiin dego árbevirolaš doaimmain, máhtus ja lihkadeamis. Geahčan maiddái movt dat boahtá ovdán skuvlaoahpahusas sámi skuvllain ja movt dat sáhttá váikkuhit giellaoahppamii. Ulbmilin lea geavahit mu bohtosiid hástalit boahttevaš sámi oahpaheddjiid geavahit sámi árbevirolaš oahpahanvugiid, ovddidit árbevirolaš doaimmaid sámegieloahpahusas, ja nu lágidit oahpahusa mii sáhttá nannet sámi ohppiid giela identitehtadovddu ja seailluhit sámi árbevieru. Dutkan čájeha ahte leat iešguđet vuogit ipmirdit sihke sámi árbevirolaš doaimmaid ja máhtu. Vuorrasit oasseváldiin lea holisttalaš geahčestat ja čatnet doaimmat duohta dillái mat dáhpáhuvvet eará bargguid oktavuođas. Nuorat oasseváldit oidnet doaimmaid ovttaskas doaibman. Holisttalašvuohta lea guovdil dálá pedagogihkas ja nanne fágaidrasttildeaddji doaimmaid ođđa fágaplánain.This master’s thesis in the didactics of Sámi language examines language teaching and learning through Sámi traditional activities. In 2020, Norwegian schools with utilize new curriculums with a bigger focus on interdisciplinary schooling. This opens up new possibilities in language teaching. I research both the Sámi curriculums, along with other subjects to discuss the possibility for teaching both language and culture through practical, traditional Sámi activities. I examine where Sámi traditions can or should be included in both Sámi curriculums and Western education culture. In this context, I also explore the Sámi contents in different curriculums along with where a teacher has the possibility to include Sámi tradition in the classroom, especially in Sámi schools. I discuss why and how learning through Sámi traditional activities can have a positive effect on language learning. In order to do that, I must discuss and define what Sámi traditional activities are and can be. For this purpose, I have conducted multiple interviews with both teachers and other people with big, relevant knowledge about Sámi traditional activities. It is through their experiences and knowledge that I have tried to define Sámi traditional activities and knowledge, but also how the different informants understand these concepts. I also researched how Sámi traditional activities are utilized in Sámi schools and how they can affect language learning. My purpose is to use this research to encourage future Sámi teachers utilize traditional Sámi ways of teaching, and to include more traditional activities when teaching, and in that way help them strengthen Sámi students’ language and Sámi identities and to preserve Sámi culture. My research shows there are different ways to perceive Sámi traditional activities and knowledge. The elder informants have a holistic way of viewing traditional knowledge and often tie it to real life activities. Holistic methods are becoming more relevant in pedagogy and strengthens interdisciplinary schooling.publishedVersio
“Gal sámegielain láibbi oažžu”: Sámegieloahpahusa dilli Ruoŧas
Get PDFDutkamuša ulbmil lea ovdanbuktit mot sámegieloahpaheaddjit vásihit sámegieloahpahusa. Dát masterdutkamuš guorahallá sámegieloahpaheddjiid oainnuid ja vásáhusaid sámegieloahpahusa hárrái Ruoŧa beale Sámis. Dutkosis čielggaduvvo mii sin mielas doarju dahje hehtte oahpahusa. Čalmmustahtto maiddái oahpaheddjiid niegut ja višuvnnat mot oahpahus sáhtášii ovdánit. Ovdanbukte maid sin boahtteáiggi jurdagiid sámegieloahpahusas. Metoda empiriija háhkamii lea semistruktuvrralaš kvalitatiivvalaš jearahallan, mii lea báddejuvvon ja transkriberejuvvon. Dutkamuššii oasálaste 12 sámegieloahpaheaddji, geat oahpahit ovdaskuvlaluohkás joatkkaskuvlaoahpahusa rádjái. Teorehtalaš lahkonanvuogit leat Hyltenstam & Stroud ja Fishman teoriijat. Maiddái rámmaeavttuid teoriija ja eará gielalaš rámmat leat váldon vuhtii bohtosiid digaštallamis. Dutkosa bohtosat čájehit sámegieloahpahusa váilevaš ja váigadis beliid. Boahtá maid ovdán skuvllaid erohusat sámegieloahpahusa hárrái ja ovttaláganvuođat. Bohtosat čájehit maid mot sámegieloahpahus sáhtášii lihkostuvvat. Oahpaheddjiid bargodilli lea máŋgga ládje lossat ja váttis iešguđet váilevašvuođaid ja hástalusaid dihte. Vaikko oahpahusas leat čuolmmat ja vuosterávdnji, de aŋkke lea oahpaheddjiin miella ja doaivva joatkit nannet ja ovddidit oahpahusa. Sii eai loga vuollánit danne go sámegieloahpahus ja giella lea sidjiide dehálaš.Syftet med masteruppsatsen är att synliggöra lärares uppfattningar om samiskundervisning. Masteruppsatsen undersöker samisklärares syn och erfarenheter om undervisning i samiska på svensk sida av Sápmi. Därtill redovisas vilka möjligheter respektive nackdelar som de ser i sin undervisning. Även lärarnas drömmar och visioner om hur undervisningen kan utvecklas synliggörs. Dessutom presenteras lärarnas framtida tankar kring undervisningen. Metoden som använts för datainsamlingen är semistrukturerade kvalitativa intervjuer som har bandats och transkriberats. I undersökningen deltog tolv lärare som undervisar i samiska från förskoleklass till gymnasiet. Det teoretiska närmandet har utgångspunkt i Hyltenstam & Stroud och Fishmans teorier. Även ramfaktorteorin och andra språkliga ramar har beaktats vid tolkning av resultaten. Forskningen visar att den samiska undervisningen har brister och är i en besvärlig situation. Det framkommer även att det finns skillnader i undervisningen i samiska mellan skolorna. Resultatet visar också på hur undervisningen i samiska kan nå framgång. De tillfrågade lärarnas arbetssituation är på många sätt svår och problematisk på grund av diverse brister och utmaningar i undervisningen. Trots dessa problem och svårigheter i undervisningen, så har lärarna avsikter och förhoppningar om att fortsätta stärka och utveckla undervisningen i samiska. Lärarna berättar att de inte tänker ge upp, då undervisningen i det samiska språket är av stor betydelse.The purpose of the master's thesis is to make the teachers' perceptions of the teaching in Sámi language. The Master's thesis examines the teachers views and experiences of teaching the Sámi language on the Swedish part of Sápmi. In addition, the opportunities and disadvantages they meet in teaching Sámi language are reported. Teachers' dreams and visions of how teaching can be developed are also made visible. In addition, teachers' future thoughts about teaching are presented. As a method of data collection have semi-structured qualitative interviews been used, the data has been recorded and transcribed. Twelve teachers in Sámi language who teach in preschool class to high school participated in the surveys. The theoretical approach is based on Hyltenstam & Stroud and Fishman's theories. The framework factor theory and other linguistic frameworks have also been taken into account when interpreting the results. The results of the research show that the teaching Sámi language has shortcomings and is in a difficult situation. It also appears that there are differences between the schools in teaching Sámi language. The result also shows how teaching Sámi language can achieve success. Teachers' work situation is in many ways difficult and problematic due to various shortcomings and challenges in teaching. Despite these problems and difficulties in teaching, the teachers have intentions and hope to continue to strengthen and develop the teaching Sámi language. The teachers say that they do not intend to give up, since teaching Sámi language and the Sámi language are of great importance.publishedVersio
“Dáppe ellet gielat bálddalaga” : Giellaoahpahus gaskadásis gos majoritehtagiella lea sámegiella ja minoritehtagiella dárogiella
Get PDFDát 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.publishedVersio
Máilbmi lea girjái : Makkárat leat Guovdageainnu mállet seahkohiid ja čuolddaboahkániid hearvavuogádagat ja maid dat muitalit
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Sámi njálmmálaš árbevieru dutkan : Movt sáhttá sámi gulahallama heivehit journalistihkkii
Get PDFSámi gulahallan lea njálmmálaš árbevierru mas leat hástalusat čuovvut mediamáilmmi ovdáneami. Dát dutkkus guorahallá makkár earenoamášvuođat leat sámi gulahallamis ja movt daid sáhttá ávkkástallat journalistihkas. Dutkosa váldomihttu lea defineret mii lea sámi gulahallan, ja danin gokčá dutkan máŋga iešguđetge suorggi mat gullet sámi gulahallamii; sámi gulahallandovdomearkkat, luohtedajahusat ja muitalusat. Mun háliidan maid ovdamearkkaiguin ja eksperimentála jurdagiiguin geahččalit čájehit movt Sámi gulahallan sáhtášii duohpat mediamáilmmi ovdáneami, ja vaikko vel meattá maid mannat. Mediamáilbmi lea álo ođđa muitalanvugiid ozus ja sámi gulahallamis sáhttá gierdomuitalanvuohki leahkit dat maid sii ohcet, mas lea vuolggasadji luođis.Sami communication is an oral tradition which has challenges to keep up with the development of the media today. This research aims to find distinctive elements of Sami communication and to utilize these in journalism. The main goal of this thesis is to define what is Sami communication, and it will treat several fields of communication; communication characteristics, yoiktext and true stories I will also try to show how Sami communication can catch up the development of the media today through examples and experimental thoughts, and even run past. Media today is constantly in search of new storytelling methods and in the field of Sami communication the circular storytelling structure, which has roots to yoik, can be the thing their are looking for.publishedVersio
Gulahallat eatnamiin ja čáziin : Muitalusat eamiálbmot oahppan- ja gulahallanvugiin Deanuleagis
Get PDFThe objective of this Master´s thesis is to examine the decolonizing pedagogy, stories and practices in Ohcejohka and Deatnu River Valley. It is done by collecting stories on the Indigenous ways of learning rooted in practical aspects of everyday life by following the full annual cycle of life in the homeland of the Master student. The study investigates also her own learning story, including her personal experiences with education, stories and traditional livelihoods throughout her life, as well as her current practice as an educator. With the means of research it looks to gain insight into providing land based, locally controlled, culturally relevant, and empowering education for Sámi youth in native language. It also discusses how to maintain and transfer Indigenous knowledge to future generations and why it is relevant in our era.
The approach to this study is grounded in Indigenous methodologies, and in awareness of the dangers of misappropriation and misuse of Indigenous knowledge. Part of the study is discussing and creating example of doing a research indigenous Sámi way. During the entire research process, the researcher has consulted local people and invited them to teach her. The method has been a process and it has arisen in collaborative connection with local people and the Land.
Indigenous traditional knowledge is the key both to maintain and develop strong and healthy Sámi Identity and to live in balance with Earth and it's resources. The seasons teach people how to communicate with Nature and live when the resources are plenty and when they are scare. The findings confirm that transmitting Indigenous knowledge depends on indigenous peoples rights to use the Land traditional ways. Further research is required to examine what Sami Land Based Education would look like and how Sámi traditional knowledge and connection with Nature have been and can be taught also in a modern school institution.publishedVersio
