Saami language and text in Norwegian teacher education – discovery and experience

Abstract

The paper presents newly developed teaching materials that enable Norwegian teacher students to read an authentic text in South Saami and get acquainted with the grammar through scaffolding activities and the online dictionary Nedtedigibaakoeh (n.d.). Within a single session the students get an insight into the language and tools and methods for exploring the language further alone or together with pupils. The materials do not presuppose proficiency in a Saami language. Saami languages are part of the cultural heritage that must be sustained by present and future generations (Utdannings­direktoratet [Norwegian Directorate for Education and Training], 2020a). In a language subject like Norwegian, it is relevant to offer the students an insight into Saami language structure as well as language policy and sociolinguistic realities. There are challenges with implementing teaching on Saami topics in Norwegian teacher education in general (Olsen, Sollid & Johansen, 2017), and without Saami language proficiency, it may be especially challenging to teach Saami language structure. The paper shows how these challenges can be met through teaching materials that emphasise authenticity, student activity and internal motivation (Ryan & Deci, 2000). An execution in a first-year course in Norwegian didactics shows that the students master the tasks and they find the work on authentic South Saami song lyrics engaging and inspiring. With appropriate scaf­folding, it is possible to work with Saami texts in Saami and let the students discover the structure of the language. Moreover, the materials have a grammar didactic potential: The students must actively use their knowledge about grammar and meta­language in order to understand the Saami text and collaborate in the process. This can contribute to a sustained understanding of grammatical terms because the students apply their knowledge about grammar to solve new problems in new contexts (Haugen, 2019; Kunnskapsdepartementet [Ministry of Education and Research], 2015–2016).