Multimodal Literacy Practices in the Indigenous Sámi Classroom: Children Navigating in a Complex Multilingual Setting

This article explores multimodal literacy practices in a transforming multilingual context of an indigenous and endangered Sámi language classroom. Looking at literacy practices as embedded in a complex and shifting terrain of language ideologies, language norms, and individual experiences and attit...

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Bibliographic Details
Published in:Journal of language, identity, and education identity, and education, 2013-01, Vol.12 (4), p.230-247
Main Authors: Pietikainen, Sari, Pitkanen-Huhta, Anne
Format: Article
Language:English
Subjects:
Creativity
Discourse Analysis
Elementary School Students
English (Second Language)
Ethnography
Finland
Finno Ugric Languages
Foreign Countries
Freehand Drawing
Ideology
Indigenous Populations
Language Attitudes
Language Minorities
Literacy Education
multilingual indigenous Sámi children
Multilingualism
multimodal literacy practices
Multiple Literacies
Native children & youth
nexus analysis
Norms
Picture Books
repetition
Second Language Instruction
Second Language Learning
Swedish
Sámi classroom
Uncommonly Taught Languages
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Summary:This article explores multimodal literacy practices in a transforming multilingual context of an indigenous and endangered Sámi language classroom. Looking at literacy practices as embedded in a complex and shifting terrain of language ideologies, language norms, and individual experiences and attitudes, we examined how multilingual Sámi children navigate and appropriate meaning-making resources available for them while designing their own picture books. We adopted a discourse ethnographic approach to analyse these multimodal picture books and found three different but interrelated orientations to the making of the books, each organising and valuing multimodal resources in his or her own way. We conclude with a discussion of the value of repetition and creativity in multimodal literacy practices in a changing multilingual minority language context.
ISSN:1534-8458
1532-7701
DOI:10.1080/15348458.2013.818471