Čáppa eallu vai fasttes eallu? : Terminologalaš analysa ealu bohccuid doahpagiin bistevašvuođa jurddašeami hárrái

Dán barggus lean guorahallan sámi árbevirolaš boazoealáhusa terminologiija ja analyseren doahpagiid maid Guovdageainnu boazosápmelaččat atnet go árvvoštallet bohccuid buriid ja heajos beliid ja go čilgejit ealu hábmema boazoealáhusa máhttovuođu ja vuođđojurddašeami mielde, ealu bistevašvuođa jurddašeami ektui. Analysa metodalaš ja teorehtalaš vuođđun lean atnán I.M.G. Eira (2012) dutkamuša systemáhtalaš doabaanalysa čilget doahpagiid, mat gullet árbevirolaš máhttui, doaimmaide ja práksisiidda. Dutkan čájeha ahte boazosápmelaččat atnet unnimus 234 doahpaga bohccuid ja ealu iešvuođaid birra. Dáin lean 36 doahpaga defineren, 11 dain lean earenoamážit analyseren. Bohtosat čájehit ahte eallovuođu hábmen lea systemáhtalaš ja kompleaksa proseassa, mas árvvoštallet ovttaskas bohccuid iešvuođaid strategalaččat, vai eallu šaddá bistevažžan sihke báike-, birgen- ja siidavuođu ulbmiliid dáfus. Dán prosessii gullá ealu hálddašit ja hábmet, mihttet ja árvvoštallat bohccuid ealiheami dahje ii ealiheami dáfus. Boazosápmelaččaid árvvoštallet ahte ealus leat bohccot, mat leat ceavzilat, mat šaddadit misiid, maiguin dikšu náli ja doalaha ealu čoahkisin ja ahte leat bohccot birgejupmái ja ávkkástallamii. Ovdamearkan makkár bohccuid válljet vuođđun ellui; njiŋŋelasain leat sáhkkonáli, váža, ebmos njiŋŋelas, varisbohccuin ragahansarváid ja ravnnohiid ja misiin čaloaiv’misiid. Árvvoštallanmodeallas leat olbmo váikkuhus-kategoriija, strategalaš ulbmil-kategoriija, bohcco iešvuođaid-kategoriija, nálledikšun-kategoriija ja birasváikkuhus-kategoriija. Eallovuođuhábmemiin sáhttá oažžut juogo čáppa dahje fasttes ealu. Čáppa eallu-doaba sisttisdoallá iešguđetlágan bohccuid, main leat iešguđetlágan iešvuođat, mat leat buorit, cevzet, leat buriin álššain, dain lea buorre produktivitehta, ja mat álkidit siiddastallama, mii ovddasta čájeha bistevaš jurddašeami. Fasttes ealus leat čoggon bohccot, bohccot válljejuvvon negatiiva beliid mielde, ja ii leat čorgen eret bohccuid mat eai leat buorit. Eallohábmemis leat stádas ja boazoealáhusas guovttelágan árvvoštallaneavttut. Stáda árvvoštallá ovttageardánit boazošlájaid, deattuid, loguid ja buvttadeami mielde dan ektui go boazoealáhusas lea dárkilis, systemáhtalaš ja kompleaksa eallohábmen. Stáda vuohki sáhttá dagahit ahte šaddá fasttes ealu. Dát guovttesuoratvuohta dovdo ain boazodoallohálddašeamis ja politihkas, go boazosápmelaččaid máhttu, fágadoahpagat ja árvvut eai geavat dáid sin beaivválaš hálddašeamis mii dagaha ahte boazoealáhus ferte čuovvut stáda modeallaid, ii ge nuppe guvlui.In this study, I explored the traditional terminology used by Sámi reindeer herders in Guovdageaidnu, how they assess the qualities of reindeer for designing their herds based on their knowledge base and principled thinking considering the sustainability of reindeer husbandry. Utilizing I.M.G. Eira's (2012) framework for the systematic conceptual analysis of traditional knowledge, I identified 234 distinct concepts related to reindeer and reindeer herd, focusing specifically on 36 concepts, with detailed analysis of 11. The findings reveal that herd composition is a complex process where individual reindeer characteristics are strategically evaluated to ensure sustainability in household, resource management, and siida contexts. This involves decisions about ealihit (strategic selection of reindeer for the herd) and ii-ealihit (removal of certain reindeer). A successful herd is composed of reindeer that are viable, productive, and beneficial for breeding and siida work. Examples of reindeer that should form the basis of reindeer herds are, for example, female reindeer sáhkkonálli, váza, ebmos njiŋŋelas, male reindeer ragahansarvát and ravnnot and calves čaloaiv’miessi. The Sámi assessment model incorporates a range of criteria, including strategic decisions, environmental considerations, and breeding strategies. This approach can result in outcomes such as čáppa eallu (a beautiful herd), characterized by reindeer that are robust, productive, and well-suited for sustainable herding practices. Conversely, a fasttes eallu (an undesirable herd) consists of reindeer with less favorable traits, often due to inadequate selection. There is a clear divergence between Sámi herders and state criteria in herd design. While the state relies on simplified metrics such as weight, numbers, and production, Sámi herders engage in a detailed, systematic evaluation based on individual reindeer specific details and in relation to the reindeer herd. This disparity highlights a lack of integration of Sámi knowledge and values in official management policies, compelling herders to conform to state models rather than leveraging their own.publishedVersio

Jietnadagas bustávvii – bustávas jietnadahkii : Sámegielat álgooahpahusa ohppiid teknihkalaš lohkandáidu

Doavttirgrádadutkamuš buktá dieđuid davvisámegielat oahpahusa álgooahpahusagi ohppiid lohkandáiddus. Dutkanbargu gieđahallá davvisámegielat 8-jahkásaš ohppiid teknihkalaš lohkandáiddu ja čájeha ohppiid lohkandáiddu dási giđđat dan jagi, go oahppit leat galgan olahit oahppoplána ulbmiliid lohkandáiddu ektui. Oahppit leat Norggas nuppi ceahkis ja Suomas vuosttaš luohkás, nappo sii leat goappat ceahkis/ luohkás riikkaid skuvlavuogádaterohusaid geažil. Guovtti skuvlavuogádaga dutkan ohppiid dáidduid guorahallamiin lasiha ipmárdusa sámegiela lohkanoahppamis ja oahppoplánaid ulbmiliid ollašuvvamis. Ulbmilin lea iskat ohppiid lohkandáiddu muttuid mielde, nappo iskat oahppi bustávva–jietnadat-vástideaddjivuođa, fonologalaš diđolašvuođa dáidduid, muittu ja lohkama. Dutkanmateriálan leat sámegielat 8-jahkásaš ohppiid (N=36) teknihkalaš lohkandáiddu gártemat. Lohkandáiddu gártemat čađahuvvojedje Norggas sámegiela hálddašanguovllus ja Suomas sámiid ruovttuguovllus. Empiralaš dutkanmateriála analyserejuvvo kvantitatiivvalaččat ja kvalitatiivvalaččat. Kvantitatiivvalaš analysas veardiduvvo 8-jahkásaš ohppiid lohkama oassedáiddut sohkabeali ja suopmaniid ektui, ja dutkanmateriála analyserejuvvo ohppiid lohkandáidoteastta gaskaárvvuid, gaskabiđggiidemiid ja minima ja maksima árvvuid vuođul. Kvalitatiivvalaš analysas ohppiid lohkama oassedáiddut guorahallojuvvojit sámegiela morfologalaš ja fonologalaš gielalaš iešvuođaid vuođul. Váldogávnnahus lea, ahte oahppit leat gaskamearálaččat olahan teknihkalaš lohkandáiddu dan jagi giđđat go sii devdet gávcci jagi. Dat mearkkaša dan, ahte oahppit leat gaskamearálaččat oahppan sámegie¬la bustávva–jietnadat-vástideaddjivuođa ja bastet dan vuođul dekodet sániid. Indiviiddaid gaskkas leat erohusat ja muhtin ohppiin leat vuht¬tomis čuolmmat lohkamis. Sámegiela bustávva–jietnadat-dovdamuš ja nammadandáidu einnostit teknihkalaš lohkandáiddu buorebut go fonologalaš diđolašvuođa dáiddut. Dutkamuš buktá dieđuid sámegiela gielalaš iešvuođaid váikkuhu¬sas sámegielat oahpahusa ohppiid lohkandáidui. Suopman fonologalaš iešvuohtan ii váikkut teknihkalaš lohkandáiddu huksemii. Sáhttá dul¬kot, ahte lohkan suopmana mielde dáhpáhuvvá easkka maŋŋeleappos go lohkanipmárdus lassána. Riikka váldogielas lea vuohttimis nu gohčoduvvon sirdinváikkuhus sámegiela lohkanoahppamii. Sámegie¬la iešvuođat vuhttojit ohppiid lohkanoahppamis sámegiela erenomáš bustávaid ja jietnadagaid oahppama hástalussan. Jietnadaga dovdamis vuhtto statistihkalaččat mearkkašahtti erohus nieiddaid lohkandáiddu buorrin bártniid ektui. Olles sániid lohkamis ii leat mearkkašahtti ero¬hus sohkabeliid gaskkas. Sámebustávaid ja jietnadagaid oinnolašvuođas ja frekveanssas lea mearkkašupmi ohppiid dekodendáidui. Dutkamuša vuođul sáhttá oaidnit dárbbu deattuhit sámegiela erenomáš iešvuođaid lohkanoahpahusa ordnedettiin. Sámegielat oahpahusa ohppiid lohkandáiddu dutkamis leat ain olu dutkan-ja ovdánahttindárbbut. Dutkandiehtu dárbbašuvvo dan sivas go ohppiid lohkandáiddu doarjun lea guovddáš rollas vai oahppi oahppa¬ma čuolmmat bohtet ovdan áiggil ja ahte oahppit oččošedje dárbbašlaš veahki rivttes áigge. Áitojuvvon sámegiela oahpahusa ohppiid lohkan¬dáiddu doarjun gáibida dihtomielalaš doaibmabijuid oahpahusas vai buot oahppit sáhtášedje ovdánit iežaset eavttuid mielde.Abstract From letters to sound and sounds to letter: Technical literacy of Sámi elementary school pupils Doctoral thesis provides insights into the reading skills of primary school children in North Sámi-speaking education, and in particular delves into the Sámi reading skills of 8-year-old pupils in North Sámi-speaking education. The study will survey pupils’ reading skills in the spring when, according to the curriculum, the goals of learning to read should have been achieved. The pupils are in the second grade of Sámi language education in Norway and the first grade of Sámi language education in Finland. The pupils are in different grades due to the different school systems in the countries. Delving deeper into the two school systems increases the awareness of Sámi-speaking pupils’ learning to read. The aim of the research is to assess the pupils’ learning of reading skills by sub-area. The reading skills test consists of four areas: managing letter-sound correspondence, managing phonological awareness skills, reading syllables and words, and finally examining memory capacity. The research material consists of survey material measuring the reading skills of 8-year-old Sámi-speaking pupils (N=36). The assessing was carried out in the administrative region of the Sámi language in Norway and the Sámi homeland region of Finland. The empirical research material will be analysed quantitatively and qualitatively. The quantitative analysis compares the reading skills of 8-year-old pupils in relation to gender and dialects. The analysis examines the averages, standard deviations, and minimum and maximum values of the tasks of the reading ability test. In the qualitative analysis, the pupils’ reading skills are examined on the basis of morphological and phonological characteristics of the Sámi language. The research shows that, on average, pupils have achieved technical literacy in the Sámi language in the spring of the year they turn eight years old. This means that, on average, the pupils have learned the letter-sound correspondence of the Sámi language and are therefore successful in decoding. There are differences between individuals and some pupils show challenges in learning to read. Mastery of letter-sound correspondence predicts fluent technical reading skills better than tasks measuring phonological awareness. The research provides information on the influence of the linguistic features of the Sámi language on the reading skills of pupils taught in the Sámi language. Dialect as a phonological feature does not affect the development of technical literacy. It can be interpreted that reading with a particular dialect only occurs at a later stage in the process in conjunction with an increased level of reading comprehension. It was possible to detect the effect of transfer from the majority national language on Sámi language reading acquisition. The characteristic features of the Sámi language can be seen in the pupils’ learning to read as a challenge to recognize the special letters and sounds of the Sámi language. In the recognition of voices, a statistically significant difference between girls and boys can be observed in favor of girls. There is no significant difference between the sexes in the ability to read whole words. The prevalence and visibility of the special letters and sounds of the Sámi language affects pupils’ decoding skills. Based on the research, it can be seen as necessary to take into account the special characteristics of the Sámi language when organizing reading instruction. There are still research and development needs in the reading skills of the pupils of Sámi language education. Research data is needed for this reason, because supporting pupils’ reading skills plays a central role, so that the pupil’s learning problems are detected in time and the necessary support measures are targeted in a timely manner. Supporting the reading skills of pupils in the endangered Sámi language and Sámi language education requires language-aware practices in teaching, so that all pupils have the opportunity to progress according to their own conditions.Abstrakti Kirjaimesta äänteeseen – äänteestä kirjaimeen: Saamenkielisen alkuopetuksen oppilaiden tekninen lukutaito Väitöskirjatutkimus tuo tietoa pohjoissaamenkielisen opetuksen alku¬opetusikäisten lukutaidosta, ja erityisesti syvennytään pohjoissaamen¬kielisen opetuksen 8-vuotiaiden oppilaiden saamen kielen lukutaidon selvittämiseen. Tutkimuksessa kartoitetaan oppilaiden lukutaito sinä keväänä, kun opetussuunnitelman mukaan lukemaan oppimisen tavoit¬teet tulisi olla saavutettuna. Oppilaat käyvät Norjassa saamenkielisen opetuksen toista luokkaa ja Suomessa saamenkielisen opetuksen en¬simmäistä luokkaa. Oppilaat ovat eri luokka-asteella valtioiden koulujärjestelmien erilaisuuden vuoksi. Kahden koulujärjestelmän tutki¬mukseen syventyminen lisää tietoisuutta saamenkielisten oppilaiden lukemaan oppimisesta. Tavoitteena on kartoittaa oppilaiden lukutaidon oppimista osa-alueittain. Lukutaitotesti koostuu neljästä osa-alueesta: kirjain–äänne-vastaavuuden hallinnasta, fonologisen tietoisuuden taitojen hallinnasta, tavujen ja sanojen lukemisesta sekä lopuksi muistikapasiteetin tarkastelusta. Tutkimusaineisto koostuu saamenkielisten 8-vuotiaiden oppilaiden (N=36) teknistä lukutaitoa mittaavasta kartoitusmateriaalista. Norjassa kartoitus toteutettiin saamen kielen hallintoalueella ja Suomessa saamelaisten kotiseutualueella. Empiirinen tutkimusmateriaali analysoidaan määrällisesti ja laa¬dullisesti. Määrällisessä analyysissä vertaillaan 8-vuotiaiden oppilai¬den lukemisen osataitoja sukupuoleen ja murteisiin nähden. Analyy¬sissä tarkastellaan lukutaitotestin tehtävien keskiarvoja, keskihajontoja ja minimi-ja maksimiarvoja. Laadullisessa analyysissä oppilaiden lu¬kemisen taitoja peilataan saamen kielen morfologisten ja fonologisten ominaispiirteiden pohjalta. Tutkimus osoittaa, että keskimäärin oppilaat ovat saavuttaneet saa¬men kielen teknisen lukutaidon sen vuoden keväänä, kun he täyttävät kahdeksan vuotta. Tämä tarkoittaa, että oppilaat ovat keskimäärin oppi¬neet saamen kielen kirjain–äänne-vastaavuuden ja näin ollen onnistuvat dekoodauksessa. Yksilöiden välillä on eroavaisuuksia ja joillakin op¬pilailla on nähtävissä haasteita lukemaan oppimisessa. Kirjain–äänne vastaavuuden hallinta ennakoi sujuvaa teknistä lukutaitoa paremmin kuin fonologista tietoisuutta mittaavat tehtävät. Tutkimus tarjoaa tietoa saamen kielen kielellisten piirteiden vai¬kutuksesta saamenkielisen opetuksen oppilaiden lukutaitoon. Murre fonologisena piirteenä ei vaikuta teknisen lukutaidon rakentumiseen. Voidaan tulkita, että murteen mukainen lukeminen opitaan vasta myö¬hemmin lukemisen ymmärtämisen lisääntyessä. Maan valtakielellä, suomen ja norjan kielellä, on nähtävissä niin kutsuttu siirtovaikutus saamen kielen lukemaan oppimisessa. Saamen kielen ominaispiirteet näkyvät oppilaiden lukemaan oppimisessa saamen kielen erityiskirjain¬ten ja -äänteiden tunnistamisen haasteena. Äänteiden tunnistamisessa voidaan havaita tilastollisesti merkitsevä eroavaisuus tyttöjen ja poi¬kien välillä, tyttöjen hyväksi. Kokonaisten sanojen lukutaidossa ei ole merkitsevää eroa sukupuolten välillä. Saamen kielen erityiskirjainten ja -äänteiden yleisyys ja näkyvyys vaikuttaa oppilaiden dekoodaustai¬toihin. Tutkimuksen pohjalta voidaan nähdä tarpeelliseksi huomioida saamen kielen erityispiirteet lukuopetusta järjestettäessä. Saamenkielisen opetuksen oppilaiden lukutaidossa on yhä edel¬leen tutkimis-ja kehitystarpeita. Tarvitaan tutkimustietoa sen vuoksi, koska oppilaiden lukutaidon tukeminen on keskeisessä roolissa, jotta oppilaan oppimispulmat havaitaan ajoissa ja tarvittava tukitoimenpide kohdennetaan oikea-aikaisesti. Uhanalaisen saamen kielen ja saamen¬kielisen opetuksen oppilaiden lukutaidon tukeminen vaatii kielitietoi¬sia käytänteitä opetuksessa, jotta kaikilla oppilailla olisi mahdollisuus edetä omien edellytysten mukaisesti.publishedVersio

Searvedoaibma: Art and Social Communities in Sápmi

Contents Mathias Danbolt, Britt Kramvig & Christina Hætta: “Searvedoaibma: Art and Social Communities in Sápmi” Peer-Reviewed Articles Elisabeth Stubberud & Tuula Sharma Vassvik: “Queer Sámi Conversations: Making Room for Safer Spaces” Gunvor Guttorm, Iŋgá Elisa Påve Idivuoma & Samuel Valkeapää: “Duddjon jagiáiggiid mielde” Erika de Vivo: “Art in the Outer Fields: Márkomeannu as a Locus of Indigenous Artivism” Mathias Danbolt & Britt Kramvig: “Rehearsing Reconciliation: Frictional Dramaturgies and Postcolonial Moments in Ferske Scener’s Blodklubb” Essays Christina Hætta: “A Recipe for Sámi Super Power” Gry Fors Spein: “About Sámi Realities: Is Sámi Knowledge Important for the Management, Interpretation, and Communication of Sámi Art and Duodji?” Aslak Heika Hætta Bjørn: “Yielding to the Cry: Birgejupmi and Reconciliation in Vástádus Eana and Birget” Jenni Laiti: “Luondduláhka olbmuide láhkan” Petra Laiti: “All the Things We Could Do” Niillas Holmberg: “Goatnelle” BiographiespublishedVersio

Intangible Cultural Heritage as a resource for a Sámi mathematics curriculum

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Sámi skuvllaid máŋggalohkandáiddu oahpahusa iešvuođat ja digitála spealut - ovdamearkan 21. jahkečuođi gelbbolašvuođa dáidduid ja gálggaid olaheamis

Masterdutkamuša lean guorahallan makkár iešvuođat leat Sámi skuvllaid máŋggalohkandáiddu oahpahusain, geavahit go digitála spealuid dákkár oahpahusain ja makkár ovdamuniid oahpaheaddjit oidnet dáid geavaheamis. Dáid iešvuođaid vuođul fuomášuhtán movt Sámi skuvllat orrot nagodeami bargat boahtte áiggi skuvlla jurdaga guvlui, 21. jahkečuođi gelbbolašvuođa, dáidduid ja gálggaid olaheamis. Barggu teorehtalaš vuolggasadjin leat máŋggalohkandáidu, dihtorspealut, 21. jahkečuođi gelbbolašvuohta (21st century skills) ja dáidda gullevaš pedagogalaš rámmat. Dutkamuš lea dahkkon sámi skuvllain, ja dutkamuššii leat oassálastán oktiibuot 15 sámegielat oahpaheaddji Norggas ja Suomas. Dutkamuš lea kvalitatiiva dutkan ja dutkanmateriála lea čohkkejuvvon elektrovnnalaš jearahallanskoviin ja jearahallamiiguin. Sámi skuvllaid máŋggalohkandáiddu-doahpagii lasihit dovdomearkkaid sámi ipmárdusvuođus ja sámi kultuvrras, mas deattuhit sámi identitehta, sámi jurddašeami nannema, árbevirolaš máhtu, bargovugiid mat adnojuvvojit vuođđoealáhusain ja vel praktihkalaš bargguid bokte oahppama. Máŋggalohkandáiddu oahpahusa bargo- ja oahpahusvugiin oktan digitála spealuid pedagogalaš geavaheamis leat elemeanttat sámi árbevirolaš bajásgeassimis nugo geahččaladdan ja oahppan, oahppi beassá meaddit, ođđasit geahččalit ja de loahpas lihkostuvvat. Eanas sámegielat oahpaheaddjit geavahit digitála reaidduid oahpahusas iešguđetge fágain, muhto dávjjimusat sámegiela fágas. Digitála spealut ovddidit sámi ohppiid birgendáidduid mat leat dehálaččat sin boahtteáiggis. Dát maiddái ovddidit sihke kognitiiva-, sosiála- ja emošunealla dáidduid, nugo gulahallan- ja jođihandáidduid, hálddašit dovdduid, iešbirgejumi, ovddidit identitehta, vásihit sihke lihkostuvvama ja eahpelihkostuvvama. Go buohtastahtán 21. jahkečuođi gelbbolašvuođa jurddašeami sisdoalu ja sámegielat oahpaheddjiid máŋggalohkandáiddu oahpahusa sisdoalu, de leat dáin ollu oktasaš áššit. Dát leat dákkár dáiddut maid dán áigge mánát ja nuorat bohtet dárbbašit bajásšattadettiin boahtteáiggi servodaga miellahttun digitála máilmmis. Nie čájeha dát ahte sii leat juo bargame 21. jahkečuođi gelbbolašvuođa mihttomeriid ollašuhttima guvlui.In my master's thesis, I have investigated characteristics of how Sami schools are teaching multiliteracy, do they use digital games in such teaching and what are the benefits of this use. By using these characteristics, I have drawn attention to how Sámi schools are preparing pupils towards the understanding of 21st century skills. The theoretical approach of the work is multiliteracy, computer games, and 21st century skills include related pedagogical frameworks. The research has been done at Sámi schools, with 15 Sámi-speaking teachers participating in Norway and Finland. This study is qualitative research using electronic surveys and interviews for data collecting. Results show that in defining multiliteracy the Sámi schools expand the concept by using characteristics from Sámi understanding and Sámi culture, by emphasizing Sámi identity, strengthening of Sámi understanding, traditional knowledge, working methods used in primary industry and even learning through practical work. The teaching methods of multiliteracy, including using digital games have elements from Sámi traditional form of raising, e.g. such as trial and error, the student has the opportunity to make a mistake, do it again and then finally succeed. Most Sámi-speaking teachers use digital tools in teaching different subjects. Digital games develop Sámi students’ skills to manage that are important in their future. These also develop both cognitive, social, and emotional skills, such as skills in communication and management, skills for managing emotions, integrity, developing identity, and experiencing both success and failure. By comparing the understanding of 21st century skills with the Sámi speaking teachers' understanding of teaching multiliteracy, there are a lot of common issues. These are skills that children and young people need while growing up in the society of the future and as a member of the digital world. Thus, this shows that Sámi teachers are already working towards the 21st century completion of the competence objectives.publishedVersio

Oainnáhallat, borahallojuvvot, njuovahallat, kidnappehallat... : Dutkamuš -hallat-passiivvas

Davvisámegielas leat iešguđetlágan passiivašlájat. Okta dain passiivašlájain lea passiiva mas lea -hallat-suorggis (gohčoduvvo adversatiiva passiivan). Dan passiivvas (mun gohčodan dan -hallat-passiivan dán čállosis) lea malefaktiiva mearkkašupmi. Giellaarenain oidnojit ja gullojit muhtun earálágan -hallat-passiivvat. Dán masterbarggus lean dutkan, man muddui informánttat dohkkehedje iešguđetlágan -hallat-passiivvaid davvisámegielas. Ovddeš giellaoahpain oidnojit muhtun -hallat-passiivva govvádusat, muhto eai čilgejuvvon nu dárkilit. Mu dutkanbarggu ulbmil lei loktet -hallat-passiivva dutkansuorgin bajás ja dárkileappot gávdnat -hallat-passiivva govvádusa. Mu dutkansuorgi lea morfologiija, semántihkka ja neologisma. Lean bargan kvantitatiiva metodain Ártegis cealkagat-nammasaš jearrahallanskoviin, mainna lean iskkadan vuđolaččat semánttalaš, morfologalaš ja neologisttalaš áššiid. Jearahallanskovvi sisttisdoallá -hallat-passiivva sihke prototypalaš ja eahpeprototyhpalaš cealkagiid ja lean dutkan dainna, man muddui leat dohkkehuvvon iešguđetlágan -hallat-passiivacealkagat. Lean guorahallan materiálaid informánttaid agiid, bajásšaddanbáikkiid, mánnávuođa skuvlaáiggi dehálamos gielaid, beaivválaš giellaanu mielde. Mu dutkanbarggu bohtosiin oidnojit ollu iešguđetlágan tendeassat juohke cealkagis. Informánttaide orru leame váttis árvvoštallat, leatgo eahpeprototyhpalaš -hallat-passiivvat dohkálaččat. Juohke informántta duogážis lea fas iešguđetge dohkkehantendeansa. Dálá davvisámegielas lea ain -hallat-passiiva, muhto malefaktiivavuohta orru muhtun muddui jávkame dálá davvisámegiela -hallat-passiivvas. Neologisma geahččanguovllus oidnojit muhtunlágan tendeanssat iešguđege informánttaid duogážiid gaskkas, vaikko -hallat-passiiva ii oro leame nu produktiiva.Northern Sámi language has several kinds of passive structures. One of the passive structures is the so-called adversative passive (which I call in this paper this -hallat-passive), which has a malefactive meaning. In language domains we can sometimes hear and see some different types of -hallat-passive. In this master thesis I have researched how much various types of -hallat-passive of the Norther Sámi language can be accepted. In previous grammars we can find some descriptions about -hallat-passive, but they are not sufficiently explained. The main goal of my research has been to try to focus on the -hallat-passive as a research topic and to find more accurate descriptions of the -hallat-passive and my research fields are mainly on semantics, morphology and neologism. I have studied using a paper-based and digital survey and in my survey I’ve asked informants to estimate several sentences of prototypical and unprototypical examples of -hallat-passive and for each sentence they answered how well they could accept the sentence of -hallat-passive. As a result of my research it can be seen that there are several kinds of tendencies in each sentence. It seems difficult for informants to judge whether unprototypical -hallat-passives are acceptable or not. For informants of different backgrounds one can also see different tendencies of acceptation. In the modern northern Sámi language we still have the -hallat-passive, however, malefactiveness seems to some degree be missing from the modern northern Sámi language. In the neological perspective we can see several tendencies among informants of different bachgrounds, even though -hallat-passive doesn't seem so productive.publishedVersio

Nuohttái vuolgit: Láhpoluobbala guovllu várpenamaid guorahallan syntávssalaš-semantihkalaš geahččanguovllus

Dán masterdutkamušas lean guorahallan Láhpoluobbala guovllu várpenamaid syntávssalaš-semantihkalaš analysamálle mielde. Lean jearahallan informánttaid, ja olles dutkamuš vuođđuduvvá informánttaid dieđuide. Dutkanmateriálas leat oktiibuot 108 várppi, ja oktiibuot 103 várppis lea namma. Mu materiálii lea mihtilmas dat, ahte várppiin sáhttet leat máŋga nama ja nammavariántta, ja dan geažil várppiid ja várpenamaid lohku ii leat seamma. Mu materiálas leat oktiibuot 119 várpenama. Bohtosat čájehit dan, ahte 58% dutkanguovllu namain leat metonymalaš sirddanamat ja 20% namain fas leat adposišuvdnaráhkadusat.In this master’s thesis, I have analyzed seine fishing ground names in Láhpoluoppal area by using syntactic-semantic classification as a method. I have interviewed some informants, and the research is based on their knowledge and information. In the research materials, there are a total of 108 seine fishing grounds, and a total of 103 of these have names. What characterizes my research material is, that the seine fishing grounds can have several names and several name variants. Therefore, the number of the seine fishing grounds, and the number of the names are not the same. The results show, that 58% of the names are metonymic names and 20% are adpositional constructions.publishedVersio

AIDA, Arctic Indigenous Design Archives - árdna sámáidahttit duojáriid ja dáiddariid priváhta arkiivvaid

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Vásihit, guorahallat, čiekŋudit ja oahppat: Oahpaheaddjit ja čiekŋalis oahppan sámegielfágas

Dan masterbarggu fadda lea movt oahpaheaddjit sahttet bargat dan guvlui ahte dahpahuvva čiekŋalis oahppan samegieloahpahusas, movt sii rahkkanit oahpahussii oahppoplana vuođul ja čiekŋalis oahppama olis ja movt sin ipmardus čiekŋalis oahppamis fievrriduvvo oahpahussii. Dutkangažaldagaid bokte gurahalan movt oahpaheaddjit sahttet sihkkarastit ahte dahpahuvva čiekŋalis oahppan samegielfagas ja samegieloahpahusas skuvllas. Mun guorahalan movt oahpaheaddjit ipmirdit čiekŋalis oahppama ja movt sii čađahit oahpahusa dainna ulbmilin ahte čiekŋalis oahppan olahuvvo. Mun guorahalan maid movt arbevirolaš mahttu sahtta leat avkin giellaoahpahusas ja giela seailluheamis. Valdoteoriijat dan barggus leat arbevirolaš mahttu, John Dewey pragmatisma ja sosiokultuvrralaš teoriija. Masterbargu lea čađahuvvon kvalitatiiva dutkanmetodain ja dan oktavuođas lean jearahallan guokte oahpaheaddji. Dutkanbohtosiid lean guorahallan teoriijaid ja oahppoplana ektui. Čiekŋalis oahppan ii leat ođđa fenomena. Dat lea aiggiid čađa leamaš guovddažis arbevirolaš bargguin ja oahppamis. Fagaođastusas deattuhuvvo čiekŋalis oahppan. Čiekŋalis oahppan lea proseassa mas oahppi mahtta fievrredit mahtu, maid lea oahppan, ođđa dilalašvuhtii. Dutkama vuođul sahtta lohkat ahte čiekŋalis oahppamis lea nana čanastat arbevirolaš mahttui ja samegiela nannemii ja seailluheapmai.The topic for this master’s thesis is how teachers can work towards deep learning when teaching Sami language, how they prepare for teaching according to the national curriculum and according to deep education and how their understanding of deep learning is transported to teaching. By the research questions I research how teachers can ensure the possibility of deep learning happening in Sami language subject and Sami teaching at school. I examine how teachers understand deep learning and how they carry out teaching with the aim of achieving deep education. I also examine how traditional knowledge can be useful for language teaching and language preservation. The main theories in this work are traditional knowledge, John Dewey’s pragmatism and sociocultural theory. The master's thesis has been carried out on qualitative research methods and in that context, I have interviewed two teachers. I have examined the research results in accordance with the theories and the curriculum. Deep learning is not a new phenomenon. It has throughout the ages been at the center of traditional works and learning. Emphasis is placed on deep learning in the reform of the school curriculum. Deep learning is a process where the student can transfer and use the knowledge, he/she has learned in another context. One can say that deep learning has a strong connection to traditional knowledge and maintenance and preservation of the Sami language.publishedVersio

Minoritehtagielaid namat njálmmálaš ja čálalaš oktavuođain

The year 2019 was chosen by The United Nations as the International Year of Indigenous Languages, and the 49th NORNA symposium was one of the Sami events of that year. It was the first time in NORNA’s history that Sami had been one of the symposium’s designated languages. The theme of the symposium was, Minority Names in Oral and Written Contexts in a Multi-Cultural World, and minority language personal names as well as place names were discussed from both name-disciplinary and cross-disciplinary perspectives. This NORNA report contains nine articles written in the Nordic languages and in English, as well as three articles written in North Sami, together with corresponding versions in Norwegian translation. All the articles are based on the presentations given at NORNA’s 49th symposium.publishedVersio