{"title":"Language teacher identity and language acquisition in a South Saami preschool: A narrative inquiry","authors":"David Kroik","doi":"10.55146/ajie.v51i2.321","DOIUrl":null,"url":null,"abstract":"This paper explores language teacher identity (LTI) among three preschool teachers. The focus lies on the preschool teachers’ identities as linguistic role models by means of analysing their own descriptions of language learning, that is, their personal experiences of and reflections on language acquisition. Three interviews were made with different in-service preschool teachers. The interviews were analysed by means of narrative inquiry and thematic analysis and guided by literature on LTI, as well as the researcher’s previous experience and knowledge of the current field. The findings illustrate how the teachers assumed a leading position in the South Saami language revitalisation project and cope with the responsibility tied to that position. The discussion of the narratives revolves around language teaching and learning made salient in the narrative process. The study provides a hopeful view of language revitalisation by showcasing that it is not only the expected first-language native speakers that are driving forces in the process of restoring a broken chain of intergenerational language transmission. It further illustrates a way for an Indigenous academic to investigate settings within their own community and collaborate with other stakeholders in a language revitalisation project to generate new insights on language revitalisation.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":0.9000,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Australian Journal of Indigenous Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.55146/ajie.v51i2.321","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
This paper explores language teacher identity (LTI) among three preschool teachers. The focus lies on the preschool teachers’ identities as linguistic role models by means of analysing their own descriptions of language learning, that is, their personal experiences of and reflections on language acquisition. Three interviews were made with different in-service preschool teachers. The interviews were analysed by means of narrative inquiry and thematic analysis and guided by literature on LTI, as well as the researcher’s previous experience and knowledge of the current field. The findings illustrate how the teachers assumed a leading position in the South Saami language revitalisation project and cope with the responsibility tied to that position. The discussion of the narratives revolves around language teaching and learning made salient in the narrative process. The study provides a hopeful view of language revitalisation by showcasing that it is not only the expected first-language native speakers that are driving forces in the process of restoring a broken chain of intergenerational language transmission. It further illustrates a way for an Indigenous academic to investigate settings within their own community and collaborate with other stakeholders in a language revitalisation project to generate new insights on language revitalisation.
期刊介绍:
Published in association with Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland, the Australian Journal of Indigenous Education is an internationally refereed journal which publishes papers and reports on the theory, method, and practice of Indigenous education. The journal welcomes articles that ground theoretical reflections and discussions in qualitative and quantitative studies, as well as examples of best practice with a focus on Indigenous education. While AJIE has a particular focus on Indigenous education in Australia and Oceania, research which explores educational contexts and experiences around the globe are welcome. AJIE seeks to foster debate between researchers, government, and community groups on the shifting paradigms, problems, and practical outcomes of Indigenous education.