This article is based on a qualitative case study of remote teaching in the endangered, indigenous language Ume Sámi. The purpose of the study is to support the revitalisation of the endangered Ume Sámi language in educational settings. Further, the aims for the study is to enhance knowledge of teaching this language. Through teacher interviews and lesson observations, the study focuses on teacher experiences in the remote teaching of young learners. The verbatim-transcribed data was analysed through a data-driven thematic analysis. The results show that remote education is necessary for teaching Ume Sámi due to the geographical distribution of the Sámi people. The challenges of teaching through remote education originate outside the digital Ume Sámi classroom. Challenges identified in this study comprise teaching time, scheduling across different schools, shortage of educational material in the Ume Sámi language and lack of commitment from the young learners’ regular school. Moreover, teachers perceive that communicating Sámi culture beyond language is challenging due to a shortage of resources. The cultural aspects are crucial, especially when pupils live outside Sápmi, the core geographical area of the Sámi people. Teachers expressed a desire for conventional Swedish schools to carry their responsibility and teach about Sápmi and the Sámi people to all pupils in Sweden.

Inom ramen för en kontextualiserad grammatikundervisning utforskar och analyserar den här artikeln svenska gymnasieelevers metalingvistiska aktiviteter där de resonerar om ett skönlitterärt textutdrag. En induktiv innehållsanalys genomfördes i syfte att belysa på vilka sätt tre elevgrupper resonerar om huvudsatsformade och icke huvudsatsformade meningar i ett textutdrag ur Stina Jacksons roman Silvervägen. Resultatet visar, i likhet med tidigare studier, att elevernas resonemang i första hand stödjs av minnesregler och betydelser, vilket kan försvåra igenkännandet av den syntaktiska (o)fullständigheten. När eleverna kopplar samman meningarna till kringliggande meningar lyckas de emellertid känna igen den syntaktiska (o)fullständigheten. Även om ett betydelsemässigt fokus kan förhindra eleverna att identifiera och förklara grammatiska strukturer visar resultatet att utgångspunkten i att textuellt knyta an meningar, såväl syntaktiskt som semantiskt, kan stötta eleverna i resonemang rörande syntaktisk (o)fullständighet. Resultatet pekar vidare på att en utgångspunkt i skönlitterära texter och syntaktisk (o)fullständighet kan fungera som en deskriptiv ingång för att synliggöra och diskutera språkliga strukturer och konventioner i förstaspråksundervisningen.

Within the framework of a contextualized view of grammar teaching, this paper explores and analyzes metalinguistic activities in which Swedish upper secondary school students (aged 15–17) discuss a fictional text (Stina Jackson’s novel The Silver Road) and its syntactical components. In order to shed light on the students’ reflections about syntactical (in)completeness, an inductive content analysis was carried out. The findings show that the students primarily used rules of thumb and semantic associations in their reflections, which can complicate the recognition of syntactically (in)complete sentences. However, when they considered the sentences as linked together textually, they succeeded in recognizing syntactic (in)completeness. While using semantic associations can make the identification and explanation of grammatical structures more difficult, the results indicate that students’ reflections about syntactic (in)completeness can be facilitated by considering both syntactical and semantic cohesion in texts. Finally, the present study shows the potential of a contextualized grammar teaching, as it explores how fictional texts and syntactic (in) completeness can function as starting points for grammar teaching and thus support a descriptive approach to linguistic structures and conventions in the first language classroom

Tekstin kirjoittaminen saattaa toisinaan tuntua työläältä, mutta se voi olla myös helppoa ja sujuvaa. Tutkimme KISUVI-hankkeessa (Monikielisten kirjoittajien kirjoitusprosessit: sanastokeskittymien ja sujuvuuden visualisointi graafiteorian avulla) kirjoittamisen sujuvuutta ensi- ja vieraalla kielellä. Tarkastelemme kirjoittamista näppäilyntallennuksen ja kirjoittamisen kielentämisen eli omasta kirjoittamisesta kertomisen avulla. Tavoitteemme on saada uutta tietoa kirjoitusprosesseista ja kirjoittajaprofiileista analysoimalla niitä visualisointien ja näppäilyntallennuksen avulla. Tuloksia voi soveltaa tutkimuksen lisäksi etenkin kirjoittamisen opettamiseen eri kielillä.

In order to show how Sami music videos voice a Northern minority culture on the global and digital arena of YouTube, this article brings together and interconnects the promotion of the Sami people in and through Sami YouTube music videos from Finland, Norway, and Sweden. The videos were selected from a corpus created through a netnographic search and were analyzed using Elleström’s model for communication. The findings related to the comments connected to the videos show both primary and secondary chains of communication, sometimes intersecting, and addressing both in- and out-groups through multimodal means. Finally, the analysis of the presemiotic and semiotic resources of the videos brings to the fore the stories told: of the forgotten history, the exploitation of the land and the resistance thereof, the place of symbolical myths in contemporary society, and the need to hold onto dreams and love.

In this study we discuss L2 learners’ reflections on their use of metalinguistic knowledge during a writing process. The qualitatively analysed data consists of recorded and transcribed retrospective stimulated recall interviews with twelve participants, of which six had Finnish and six Swedish as their L1. The interviews were conducted in participants’ L1 directly after a finished writing process of an argumentative text in L2-Finnish or L2-Swedish. The texts were written using a keystroke logging programme, allowing stimulated recall interviews. The results show that the correspondence of case suffixes in Finnish and prepositions in Swedish was mentioned by both learner groups, in addition to word order in both languages. However, memory rules from pedagogical grammar were used to reflect on word order in Swedish or inflection of nouns in both L2s. In contrast, technical metalanguage was seldom used in L2 learners’ verbalisations. Further evidence is also given to support the fact that learners may misinterpret grammatical rules and that they rely on their intuition alongside these rules. The results are in line with previous research in that learners seem to possess metalinguistic knowledge, but it may be imprecise.

I studien diskuteras bruket av metaspråklig kunskap som framkommer i informanternas reflektion efter en avslutad skrivprocess på två typologiskt olika inlärarspråk (L2), finska och svenska. Det kvalitativt analyserade materialet består av retrospektiva (stimulated recall) intervjuer med tolv universitetsstudenter av vilka hälften hade svenska som förstaspråk (L1) och hälften hade finska som förstaspråk (L1). De skrev en argumenterande text på sitt L2, finska respektive svenska, med hjälp av tangentloggning och intervjuades direkt efteråt på sitt L1. Resultaten visar överraskande att båda inlärargrupperna reflekterar över motsvarigheten mellan finskans kasussuffix och svenskans prepositioner samt ordföljden i de båda inlärarspråken. Även från undervisningen bekanta pedagogiska minnesregler, som ramsor för ordföljden i svenska eller nomenböjning i finska tas upp av informanterna. Missvisande tolkningar av regler förekommer och även att inlärare använder sig av sin intuition. Däremot återfinns sällan tekniskt metaspråk. Resultaten är i linje med tidigare forskning som visat att språkinlärares metaspråkliga kunskap ofta är inexakt, att tekniskt metaspråk sparsamt används och att intuition används vid sidan om grammatiska regler.

Formulaic sequences (FSs), be they multiword or multi-morphemic, are understood to be processed as entities when learning and using languages. Previous research on FSs has largely concentrated on English. This chapter discusses vocabulary production, especially production of FSs, by L2 learners of three typologically different languages, English, Swedish and Finnish. Finnish as an agglutinative language has to an extent different types of sequences from more analytic/synthetic English and Swedish. The data, that was gathered through a keystroke logging programme, show how the structures in learners’ mother tongue affect the number and nature of vocabulary items produced as clusters, challenging the prevailing idea of the dominance of FSs in language production.  The data also give further evidence to there being a difference between learner-internal and learner-external sequences.