Official use of indigenous place names in supporting and strengthening literacy skills among North Sámi children

Until now, little attention has been paid to the link between indigenous place names in the linguistic landscape and education. Hence, in this paper, some preliminary thoughts will be presented on how Sámi place names in the linguistic landscape can be utilized in the mother tongue-medium education of Sámi children. Since the 1980s, the Sámi people have gradually gained greater linguistic rights, including the restoration of indigenous place names and their recognition in public spaces. Use of Sámi place names, as part of the linguistic landscape, is crucial in promoting a language which has a short history of acceptance as a medium of education, due to the policy of assimilation. The focus of this paper will, therefore, be on how place names, familiar in Sámi children’s everyday environment, can be used at school in native language teaching. The scope of discussion will be limited to the situation as regards the North Sámi language. Hence, my starting point is North Sámi as the language of instruction in a mother tongue medium education, as well as official use of North Sámi toponymy, especially in the linguistic landscape. Acquisition is dealt with through some examples of how Sámi place names in the linguistic landscape function in strengthening Sámi children’s visual learning. With regard to formal learning contexts at school, the discussion will include suggestions for how indigenous place names can be utilized in mother tongue teaching, with particular emphasis on the link to writing skills.