The revitalization of Sámi Languages by Ashley Nadon

Summary : The revitalization of Sámi Languages in 3 Nordic cultures.

ashleynnadon — 2023-12-04 03:41:28 UTC

After reviewing this chapter, the similarities between Sámi language loss and anishinaabemowin are identical. Both encountered assimilation policies that lead to language endangerment and erosion. One major difference I noticed, however, is that Nordic governments in certain areas seemed to be a lot more proactive in language preservation and revitalization than here in Canada. The revitalization of Sámi languages traces back to the 1960's (Aikio-Puoskari, 2016), with language revitalization being a clearly expressed linguistic/ scientifically argued program since the 1990's (Aikio-Puoskari, 2016). Due to this, paired with government support, it is reasonable to suggest that Sámi language revitalization efforts have surpassed those found in Anishinaabe country for the sheer fact that they have had more time to mature, develop and create Sámi language learners and speakers. I feel Anishinaabemowin can certainly look to Sámi language revitalization for inspiration and best practice to boost our efficiency in securing a much more robust community of language learners.

1. Would the work done in the case study be applicable to Anishinaabemowin? 2. What are the critical issues of case study in local communities? What can be done to address them?

ashleynnadon — 2023-12-04 04:01:50 UTC

The work done in this case study is absolutely applicable to Anishinaabemowin. Much like Ojibwe language, Sámi languages began to experience a gap in language learners. For example, the case study clearly identifies the need to invest in adult learners, and notes them as being incredibly important. Children have begun to learn in early learning and school programs, while remaining first language speakers continue to carry forth the language. Sámi langauges, as a result, have been implemented in many college and university institutions to close the gap. It us noted however, that accessibility to learning Sámi languages are not evenly distributed and tend to be offered in the areas where there are the highest population of Sámi peoples or more Urban centres (Akiko-Puoskari, 2016). To ensure the mitigation of this, language learning can be offered in several spaces and places where folks reside or offer alternatives (like online, live classes where applicable) to close the gap.

3. What parts of the best practice identified would need to be adapted to apply to Anishinaabemowin? 4. How could you initiate the best practice in Anishinaabemowin-speaking communities?

ashleynnadon — 2023-12-04 04:19:24 UTC

One of the most successful forms of language revitalization outlined in the case study is the implementation of language nests to maximize language learning proficiency. Second to this, is the adoption of master-apprentice language programs. Very few of these initiatives are present in (southern) Ontario Anishinaabemowin communities. However, we are starting to see the adoption of these practices. From the information shared in the case study, we can expect the learning outcomes in Anishiaabemowin to emulate that of Sámi language communities, provided the successful implementation of these strategies and the support of policy/government to carry them out. Some barriers to this in Ojibwe country, especially for the master-apprentice program, is lack of access to fluent first language speakers or proficient/intermediate level 2nd language fluent speakers.

5. Would this practice work best in urban, rural or reserve settings?

ashleynnadon — 2023-12-04 04:30:52 UTC

Language nests would likely see the most success in Urban and reserve settings where there is larger groups of language learners sharing space. It might prove to be more difficult in a rural setting if there are few language learners in that catchment area. This is where a master-apprentice relationship may be more beneficial. Provided access isn't an issue, the master-apprentice could likely be successful in call three spaces. It would be important though, to consider not overwhelming the language "master" with too many apprentices. That could lead to over-utilization and burnout of that fluent speaker.

Trauma informed language learning

ashleynnadon — 2023-12-04 04:46:46 UTC

In this case study, which I have scantly encountered while learning Anishinaabemowin, is the mention of teaching through a trauma informed lens. The Sámi identified barriers that assimilation policies and practices have created for language learners; One of which is shame. Shame plays in an important role in fear of speaking and learning the language due to past persecution and the favouring of mainstream Nordic languages over Indigenous languages. Much like with Ojibwe speakers, there are silent speakers as well who don't feel safe to speak the language. Some Sámi language programs have chosen to acknowledge the blocks learners are facing and teach the language with that at the forefront. I have only encountered one such workshop being offered by Patricia Ningewance, and feel we may garner a much bigger interest in Ojibwe language learners if the underlying trauma associated with language learning is effectively identified and addressed. Compassionate support along the way, will likely garner a higher success rate of folks continuing on in their journey.