Modersmålsundervisning, läs- och skrivutveckling i Sameskolan
Lärares erfarenheter och arbetsformer
Literacy developmentCollaborationMother tongue educationBilingualism and multilingualismLäs- och skrivutvecklingSamverkanModersmålsundervisningTvå-/flerspråkighet
The overall aim of the study was to take part of teachers' experiences and work force mother-tongue education and literacy development in the Sámi School. The study was conducted through interviews with twelve teachers who teach at two Sámi schools. The focus has been on looking how to work with native speakers teaching at the Sámi School, what factors promote / hinder students' development of their first or second language, and the importance of collaboration between the schools` various professions work with multilingual students reading and writing skills. Through interviews of various categories of teachers, I have tried to visibility problems of the education of minority language children and their reading and writing skills. I discuss the teaching, the importance and the lack / availability of communication and consensus between different categories of teachers. The study reveals the importance of adequate education for the teachers and the lack of Sámi teaching materials. From a sociocultural perspective, the situated and creative learning opportunities, where the teaching is based on students' prior knowledge and experience, is a factor that contributes to literacy development. The study also shows that mother tongue education contributes to students' identity is strengthened and that they will be confident with their background.