DOCSLIB.ORG

The Fifth Periodic Report by the Government of Finland on the Implementation of the European Charter for Regional Or Minority Languages

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Fifth Periodic Report by the Government of Finland on the Implementation of the European Charter for Regional Or Minority Languages THE FIFTH PERIODIC REPORT BY THE GOVERNMENT OF FINLAND ON THE IMPLEMENTATION OF THE EUROPEAN CHARTER FOR REGIONAL OR MINORITY LANGUAGES NOVEMBER 2017 CONTENTS INTRODUCTION .................................................................................................................................................... 6 PART I ................................................................................................................................................................... 7 1. BASIC INFORMATION ON FINNISH POPULATION AND LANGUAGES ................................................................ 7 1.1. Finnish population according to mother tongue ..................................................................................... 7 1.2. Administration of population data ......................................................................................................... 9 2. SPECIAL STATUS OF THE ÅLAND ISLANDS ....................................................................................................... 9 3. NUMBER OF SPEAKERS OF REGIONAL OR MINORITY LANGUAGES IN FINLAND .............................................. 10 3.1. The numbers of persons speaking a regional or minority language....................................................... 10 3.2. Swedish ............................................................................................................................................... 10 3.3. Sámi languages ................................................................................................................................... 11 4. NON-TERRITORIAL LANGUAGES AND NUMBER OF PERSONS USING THEM IN FINLAND ................................. 12 4.1. Roma .................................................................................................................................................. 12 4.2. Russian ............................................................................................................................................... 13 4.3. Tatar ................................................................................................................................................... 13 4.4. Yiddish ................................................................................................................................................ 14 4.5. Karelian .............................................................................................................................................. 14 4.6. Estonian .............................................................................................................................................. 15 4.7. Sign language ..................................................................................................................................... 16 5. GOVERNMENT PROGRAMME, STRATEGIES, STUDIES, REPORTS AND INVESTIGATIONS ................................. 18 5.1. Government Programme ..................................................................................................................... 18 5.2. Key project on knowledge and education ............................................................................................. 18 5.3. National Action Plan on Fundamental and Human Rights 2017–2019 .................................................. 19 5.4. Strategy for the National Languages of Finland and its follow-up ......................................................... 19 5.5. Action Plan for the Strategy for the National Languages of Finland ...................................................... 21 5.6. Report on the implementation of language legislation ......................................................................... 22 5.7. Language Barometer 2016 .................................................................................................................. 23 5.8. Sámi Barometer 2016 .......................................................................................................................... 24 5.9. Study on the implementation of the constitutional linguistic rights of the Roma ................................... 25 6. NATIONAL LEGISLATION .............................................................................................................................. 26 6.1. Amendments to the Language Act ....................................................................................................... 26 6.2. Sámi Language Act reform .................................................................................................................. 27 6.3. The new Non-discrimination Act and discrimination monitoring system ............................................... 27 6.4. Revision of the Act on the Sámi Parliament .......................................................................................... 28 6.5. Amendment to the Basic Education Act regarding pre-primary education ............................................ 29 7. OVERSIGHT OF THE REALISATION OF LINGUISTIC FUNDAMENTAL RIGHTS .................................................... 29 7.1. Ex-ante and ex-post supervision........................................................................................................... 29 7.2. Chancellor of Justice of the Government .............................................................................................. 29 7.3. Parliamentary Ombudsman ................................................................................................................. 30 7.4. Non-Discrimination Ombudsman and National Non-Discrimination and Equality Tribunal .................... 33 8. STRUCTURES PROMOTING LINGUISTIC RIGHTS ............................................................................................ 33 8.1. Advisory Board on Language Affairs .................................................................................................... 33 8.2. Sámi Language Council of the Sámi Parliament .................................................................................... 34 8.3. National languages network................................................................................................................ 34 8.4. National languages network of bilingual municipalities........................................................................ 34 8.5. Finnish Network for Language Education Policies................................................................................. 35 8.6. Institute for the Languages of Finland .................................................................................................. 35 8.7. National Human Rights Institution ....................................................................................................... 35 8.8. Government Network of contact persons for fundamental rights and human rights ............................. 36 9. IMPLEMENTATION OF THE COMMITTEE OF MINISTERS' RECOMMENDATIONS ............................................. 36 9.1. Communication about the recommendations ...................................................................................... 36 9.2. Recommendation – policy and funding for developing education in the Sámi language ........................ 37 9.3. Recommendation - protecting Inari and Skolt Sámi by means of language nest activities..................... 38 9.4. Recommendation - social welfare and health care services in Swedish and Sámi .................................. 38 Protection of linguistic rights in services ................................................................................................................. 39 Linguistic rights in the reform of the public social welfare and health care service structure .................................... 39 Programme to address child and family services ..................................................................................................... 40 2 9.5. Recommendation - the teaching of Roma ............................................................................................ 41 9.6. Recommendation - awareness of regional or minority languages ......................................................... 42 Ministry of Justice as a promoter of linguistic rights ................................................................................................ 42 Human rights in the curricula ................................................................................................................................. 42 Tasks of the Finnish Broadcasting Company............................................................................................................ 43 Press subsidies....................................................................................................................................................... 43 Training programme for minority youth on using media for exerting influence ........................................................ 43 Roma portal........................................................................................................................................................... 44 PART II ................................................................................................................................................................ 45 ARTICLE 7: OBJECTIVES AND PRINCIPLES ......................................................................................................... 45 1a) The recognition of the regional or minority languages as an expression of cultural wealth
Load more

Recommended publications
  • Problems of Authenticity in Modern Finnic Minority Literatures
    Johanna Laakso Real Language, Real Literature: Problems of Authenticity in Modern Finnic Minority Literatures Abstract: Alongside the nation-state languages Finnish and Estonian, their sister varieties – such as Meänkieli in Sweden, Kven in Norway, Karelian in Finland and Russia, Veps in Russia, or Võro in southern Estonia – are now either recognized or striving for recognition as minority languages. Developing literary standards and literatures raises questions of authenticity: is language a naturally existing part of ethnic identity or something that must be cultivated and formally studied? Should literature offer realistic depictions of the life and multilingual language use of minorities, or should it serve the puristic goals of language planning and language-based identity building? The ways in which literary and mimetic multi- lingualism can relate to the linguistic reality of minorities are still in need of further research. Keywords: authenticity, Estonia, language planning, minority literatures, multi- lingualism, Russia, Scandinavia 1 A language for a nation The national awakenings prompted by Romantic nationalism in the nineteenth century led to the standardization of many Finno-Ugric languages: first in the emerging state language projects, and then at different points of time into the late twentieth century, also involving many Finno-Ugric minorities. The goals of these processes were not only practical and political but also aesthetic: to create a language for artistic expression. Romantic nationalism saw language as a supra-individual product of nature and the Volksgeist. The Romantic pioneer authors of emerging nations used “a subaltern vernacular in order to demonstrate and celebrate its literary capabil- ities” (Leerssen 2013, 13). Paradoxically, however, they had to overlook the pro- cesses of language planning and forget the fact that the language they used was not a direct representation of the authentic vernacular but an artefact, as alien to the common people as were the Western forms and genres in which it was used.
    [Show full text]
  • The Võro Language in Education in Estonia
    THE VÕRO LANGUAGE IN EDUCATION IN ESTONIA European Research Centre on Multilingualism and Language Learning VÕRO The Võro language in education in Estonia c/o Fryske Akademy Doelestrjitte 8 P.O. Box 54 NL-8900 AB Ljouwert/Leeuwarden The Netherlands T 0031 (0) 58 - 234 3027 W www.mercator-research.eu E [email protected] | Regional dossiers series | t ca r cum n n i- ual e : Available in this series: This document was published by the Mercator European Research Centre on Asturian; the Asturian language in education in Spain Multilingualism and Language Learning with financial support from the FryskeAkademy Basque; the Basque language in education in France (2nd) and (until 2007) the European Commission (DG: Culture and Education) and (from 2007 Basque; the Basque language in education in Spain (2nd) onwards) the Province of Fryslân and the municipality of Leeuwarden. Breton; the Breton language in education in France (2nd) Catalan; the Catalan language in education in France Catalan; the Catalan language in education in Spain Cornish; the Cornish language in education in the UK © Mercator European Research Centre on Multilingualism and Language Corsican; the Corsican language in education in France Learning, 2007 Croatian; the Croatian language in education in Austria Frisian; the Frisian language in education in the Netherlands (4th) ISSN: 1570 – 1239 Gaelic; the Gaelic language in education in the UK Galician; the Galician language in education in Spain The cover of this dossier changed with the reprint of 2008. German; the German language in education in Alsace, France (2nd) German; the German language in education in Belgium The contents of this publication may be reproduced in print, except for commercial pur- German; the German language in education in South Tyrol, Italy poses, provided that the extract is preceded by a full reference to the Mercator European Hungarian; the Hungarian language in education in Slovakia Research Centre on Multilingualism and Language Learning.
    [Show full text]
  • Germanic Origins from the Perspective of the Y-Chromosome
    Germanic Origins from the Perspective of the Y-Chromosome By Michael Robert St. Clair A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor in Philosophy in German in the Graduate Division of the University of California, Berkeley Committee in charge: Irmengard Rauch, Chair Thomas F. Shannon Montgomery Slatkin Spring 2012 Abstract Germanic Origins from the Perspective of the Y-Chromosome by Michael Robert St. Clair Doctor of Philosophy in German University of California, Berkeley Irmengard Rauch, Chair This dissertation holds that genetic data are a useful tool for evaluating contemporary models of Germanic origins. The Germanic languages are a branch of the Indo-European language family and include among their major contemporary representatives English, German, Dutch, Danish, Swedish, Norwegian and Icelandic. Historically, the search for Germanic origins has sought to determine where the Germanic languages evolved, and why the Germanic languages are similar to and different from other European languages. Both archaeological and linguist approaches have been employed in this research direction. The linguistic approach to Germanic origins is split among those who favor the Stammbaum theory and those favoring language contact theory. Stammbaum theory posits that Proto-Germanic separated from an ancestral Indo-European parent language. This theoretical approach accounts for similarities between Germanic and other Indo- European languages by posting a period of mutual development. Germanic innovations, on the other hand, occurred in isolation after separation from the parent language. Language contact theory posits that Proto-Germanic was the product of language convergence and this convergence explains features that Germanic shares with other Indo-European languages.
    [Show full text]
  • Instrument of Ratification)1
    Proposed Declaration (instrument of ratification)1 1. In accordance with Article 2, paragraph 1 of the Charter, the Russian Federation undertakes to apply the provisions of Part II to all the regional or minority languages spoken within its territory and which comply with the definition in Article 1. 2. In accordance with Article 2, paragraph 2, and Article 3, paragraph 1, of the Charter, the Russian Federation declares that the provisions set out below shall apply to the following languages in the specified territories: Abaza (Republic of Karachay-Cherkessia), Adyghe (Republic of Adygea), Aghul (Republic of Dagestan), Altai (Republic of Altai), Avar (Republic of Dagestan), Azeri (Republic of Dagestan), Balkar (Republic of Kabardino-Balkaria), Bashkir (Republic of Bashkortostan), Buryat (Republic of Buryatia), Chechen (Republics of Chechnya and Dagestan), Cherkess (Republic of Karachay-Cherkessia), Chuvash (Republic of Chuvashia), Dargin (Republic of Dagestan), Ingush (Republic of Ingushetia), Kabardian (Republic of Kabardino-Balkaria), Kalmyk (Republic of Kalmykia), Karachay (Republic of Karachay-Cherkessia), Khakas (Republic of Khakasia), Komi (Republic of Komi), Kumyk (Republic of Dagestan), Lak (Republic of Dagestan), Lezgian (Republic of Dagestan), Mountain and Meadow Mari (Republic of Mari El), Moksha and Erzya Mordovian (Republic of Mordovia), Nogai (Republics of Dagestan and Karachay-Cherkessia), Ossetic (Republic of North Ossetia), Rutul (Republic of Dagestan), Sakha (Republic of Sakha), Tabasaran (Republic of Dagestan), Tat (Republic of Dagestan), Tatar (Republic of Tatarstan), Tsakhur (Republic of Dagestan), Tuvan (Republic of Tuva) and Udmurt (Republic of Udmurtia) Article 8 – Education Paragraph 1.a.i; b.ii; c.ii; d.ii; e.ii; f.i; g; h; i. Article 9 – Judicial authorities Paragraph 1.a.ii; a.iii; a.iv; b.ii; b.iii; c.ii; c.iii.
    [Show full text]
  • Debate Concerning the Early Transport Infrastructure in the Sámi Area of Finnish Lapland
    DEBATE CONCERNING THE EARLY TRANSPORT INFRASTRUCTURE IN TEH SÁMI AREA OF FINNISH LAPLAND RITVA KYLLI AND JUHA SAUNAVAARA | Pages 85– 105 85 Debate concerning the early transport infrastructure in the Sámi area of Finnish Lapland RITVA KYLLI, University lecturer, History, Culture and Communication Studies, Faculty of Humanities, University of Oulu, Finland Corresponding author: email: [email protected] JUHA SAUNAVAARA, Assistant Professor, Arctic Research Center, Hokkaido University, Japan, ABSTRACT Tis article examines early Arctic transport infrastructure, especially roads, in the Sámi area of Finnish Lapland during the interwar period. Te modernisation process accelerated the utilisation of northern natural resources, and the frst roads in northernmost Finland also facilitated mining industry and logging sites. In the research concentrating on infrastructure, indigenous peoples have ofen been depic- ted one-dimensionally as victims and forces resisting development. While this study introduces the views of various stakeholders, it also emphasises the importance of understanding indigenous peoples as active agents, some of whom actively lobbied for plans to build roads. While the Sámi resistance to roads referred to, for example, their ability to damage and erode the traditional way of Sámi community life, the supporters underlined the economic possibilities and other benefts to be gained from the improved connectivity. Even though the vocabulary of the 1920s and 1930s difers from today’s language use, many of the ideas which have been discussed more recently – such as remoteness as a potential asset and the value of being disconnected – were already present in the debates of the beginning of the twentieth century. Keywords: indigenous peoples, Lapland, transport infrastructure, roads, Sámi BARENTS STUDIES: Neo-liberalism and sustainable development in the Barents region: A community perspective 86 VOL.
    [Show full text]
  • Ylen Ula-Palvelut
    UTSJOKI ULA-LÄHETYSTEN I 90,7 C II 93,1 C III 99,4 C NUORGAM < < VI 102,6 C KUULUVUUSALUEET TENOLA I 88,6 I 89,0 • < • II 93,9 II 94,1 III 97,7 Yleisradion ohjelmat III 95,8 • VI 101,2 < VI 100,5 < NÄÄTÄMÖ NUVVUS UTSJOKI I 87,6 I 88,1 C • • II 89,9 II 90,2 C III 97,4 III 94,4 C < VI 103,3 VI 101,7 C • KARIGASNIEMI KILPISJÄRVI < I 89,5 C I 88,0 V II 93,4 C II 90,9 V • III 96,8 C INARI III 96,0 V VI 100,8 C < VI 103,7 V < LAMMASKOSKI • INARI • I 88,5 C I 88,4 II 91,4 C II 92,8 III 98,7 C ENONTEKIÖ III 98,8 VI 101,2 C < VI 101,9 KUTTANEN • I 94,1 C II 97,2 C III 99,6 C VUOTSO VI 102,2 C < I 87,8 • II 90,1 III 94,3 KITTILÄ VI 101,3 MUONIO SAVUKOSKI YLLÄS SODANKYLÄ < I 92,2 C II 95,3 C • III 98,1 C VI 103,8 C KOLARI PELKOSENNIEMI < • PYHÄTUNTURI Merkkien selitykset: PELLO < I 91,0 C I 90,2 II 97,6 C • PELLO ROVANIEMEN MLK III 99,9 C II 97,0 SALLA I-verkko (YLE Radio 1) III 99,7 II-verkko (YleX) < AAVASAKSA • ROVANIEMI KEMIJÄRVI III-verkko (YLE Radio Suomi) < I 87,9 YLITORNIO ROVANIEMI IV-verkko (YLE Radio Extrem) II 89,8 • I 88,2 < RUKA III 94,7 II 94,0 I 90,7 < III 96,7 POSIO • II 92,8 VI 103,0 • < III 95,1 V-verkko (Radio Vega) TERVOLA TERVOLA I 88,6 • VI-verkko (YLE Sámi radio) II 92,6 RANUA III 95,6 KEMINMAA POSIO L1, L2..
    [Show full text]
  • KAIDI RÄTSEP Colour Terms in Turkish, Estonian and Russian: How Many Basic Blue Terms Are There?
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by DSpace at Tartu University Library KAIDI RÄTSEP DISSERTATIONES LINGUISTICAE UNIVERSITATIS TARTUENSIS 32 Colour terms in Turkish, Estonian and Russian: How many basic blue terms are terms Estonian blue many there? and inbasic Russian:Colour Turkish, How KAIDI RÄTSEP Colour terms in Turkish, Estonian and Russian: How many basic blue terms are there? Tartu 2018 1 ISSN 1406-5657 ISBN 978-9949-77-919-2 DISSERTATIONES LINGUISTICAE UNIVERSITATIS TARTUENSIS 32 DISSERTATIONES LINGUISTICAE UNIVERSITATIS TARTUENSIS 32 KAIDI RÄTSEP Colour terms in Turkish, Estonian and Russian: How many basic blue terms are there? University of Tartu, Institute of Estonian and General Linguistics Dissertation accepted for the commencement of the degree of Doctor of Philosophy on October 11st, 2018 by the Committee of the Institute of Estonian and General Linguistics, Faculty of Philosophy, University of Tartu Supervisors: Professor Urmas Sutrop, University of Tartu Associate Professor Mari Uusküla, Tallinn University Opponent: PhD Anetta Kopecka, Université de Lyon Commencement: December 14th, 2018 at 14.15, Jakobi 2–438, Tartu This study has been supported by the Graduate School of Linguistics, Philosophy and Semiotics; funded by the European Social Fund and European Regional Development Fund (University of Tartu ASTRA Project PER ASPERA). European Union Investing European Regional in your future Development Fund ISSN 1406-5657 ISBN 978-9949-77-919-2 (print) ISBN 978-9949-77-920-8 (pdf) Copyright: Kaidi Rätsep, 2018 University of Tartu Press www.tyk.ee ACKNOWLEDGEMENTS The experimental colour data found in the thesis can be used for a wide array of applications.
    [Show full text]
  • Estonian Ministry of Education and Research
    Estonian Ministry of Education and Research LANGUAGE EDUCATION POLICY PROFILE COUNTRY REPORT ESTONIA Tartu 2008 Estonian Ministry of Education and Research LANGUAGE EDUCATION POLICY PROFILE COUNTRY REPORT ESTONIA Estonian Ministry of Education and Research LANGUAGE EDUCATION POLICY PROFILE COUNTRY REPORT ESTONIA Tartu 2008 Authors: Language Education Policy Profile for Estonia (Country Report) has been prepared by the Committee established by directive no. 1010 of the Minister of Education and Research of 23 October 2007 with the following members: Made Kirtsi – Head of the School Education Unit of the Centre for Educational Programmes, Archimedes Foundation, Co-ordinator of the Committee and the Council of Europe Birute Klaas – Professor and Vice Rector, University of Tartu Irene Käosaar – Head of the Minorities Education Department, Ministry of Education and Research Kristi Mere – Co-ordinator of the Department of Language, National Examinations and Qualifications Centre Järvi Lipasti – Secretary for Cultural Affairs, Finnish Institute in Estonia Hele Pärn – Adviser to the Language Inspectorate Maie Soll – Adviser to the Language Policy Department, Ministry of Education and Research Anastassia Zabrodskaja – Research Fellow of the Department of Estonian Philology at Tallinn University Tõnu Tender – Adviser to the Language Policy Department of the Ministry of Education and Research, Chairman of the Committee Ülle Türk – Lecturer, University of Tartu, Member of the Testing Team of the Estonian Defence Forces Jüri Valge – Adviser, Language Policy Department of the Ministry of Education and Research Silvi Vare – Senior Research Fellow, Institute of the Estonian Language Reviewers: Martin Ehala – Professor, Tallinn University Urmas Sutrop – Director, Institute of the Estonian Language, Professor, University of Tartu Translated into English by Kristel Weidebaum, Luisa Translating Bureau Table of contents PART I.
    [Show full text]
  • Eastern Finno-Ugrian Cooperation and Foreign Relations
    UC Irvine UC Irvine Previously Published Works Title Eastern Finno-Ugrian cooperation and foreign relations Permalink https://escholarship.org/uc/item/4gc7x938 Journal Nationalities Papers, 29(1) ISSN 0090-5992 Author Taagepera, R Publication Date 2001-04-24 DOI 10.1080/00905990120036457 Peer reviewed eScholarship.org Powered by the California Digital Library University of California Nationalities Papers, Vol. 29, No. 1, 2001 EASTERN FINNO-UGRIAN COOPERATION AND FOREIGN RELATIONS Rein Taagepera Britons and Iranians do not wax poetic when they discover that “one, two, three” sound vaguely similar in English and Persian. Finns and Hungarians at times do. When I speak of “Finno-Ugrian cooperation,” I am referring to a linguistic label that joins peoples whose languages are so distantly related that in most world contexts it would evoke no feelings of kinship.1 Similarities in folk culture may largely boil down to worldwide commonalities in peasant cultures at comparable technological stages. The racial features of Estonians and Mari may be quite disparate. Limited mutual intelligibility occurs only within the Finnic group in the narrow sense (Finns, Karelians, Vepsians, Estonians), the Permic group (Udmurts and Komi), and the Mordvin group (Moksha and Erzia). Yet, despite this almost abstract foundation, the existence of a feeling of kinship is very real. Myths may have no basis in fact, but belief in myths does occur. Before denigrating the beliefs of indigenous and recently modernized peoples as nineteenth-century relics, the observer might ask whether the maintenance of these beliefs might serve some functional twenty-first-century purpose. The underlying rationale for the Finno-Ugrian kinship beliefs has been a shared feeling of isolation among Indo-European and Turkic populations.
    [Show full text]
  • Liminal Periods in the Udmurt Ritual Year
    AADO LINTROP Estonian Folklore Archives, Tartu Liminal Periods in the Udmurt Ritual Year In our cultural space we usually imagine our lifetime as a journey. Wayfarer or pilgrim is common metaphor for us as travellers on the road of life. We have several stages or parts on our way and many mental milestones and turns for marking and separating them. Actually we can say that linear time of human life is also structured by the cyclic rhythms of year and day. These contain for us periods of different significance. Holy periods There are interim periods during a person’s lifetime as well as during the calendar year, which are characterised by a state of indefiniteness or being without borders due to lack of everyday boundaries. The times are open to both good and evil and are close to the supernatural. Mental boundaries and landmarks are part of our system of orientation. Without them, space would be homogeneous; there would be no difference between familiar and unfamiliar, good and evil, sacred and profane places. It is the same with time. The expressions good times, hard times, crazy times, fast times, holiday time, everyday time, childhood, youth, manhood etc. contain obvious judgements and defining of limits. Transitions from one time, one period of life, one status to another are kind of crossroads or fork in the road in time. As we well know from the mythologies of different peoples, crossroads are liminal places in space where homeless or restless spirits gather and miscellaneous magic will be done (Puhvel 1989). If liminality causes ordinary orientation to be unable to function, then usual behaviour will also turn out to be ineffective or unsuitable.
    [Show full text]
  • Family Language Policy in Bilingual Finnish and Swedish Families in Finland
    FAMILY LANGUAGE POLICY IN BILINGUAL FINNISH AND SWEDISH FAMILIES IN FINLAND Austin Huhta Master’s Thesis Applied Linguistics Department of Language and Communication Studies University of Jyväskylä Fall 2020 UNIVERSITY OF JYVÄSKYLÄ Faculty Department Humanities and Social Sciences Department of Language and Communication Studies Author Austin Huhta Title Family Language Policy in Bilingual Finnish and Swedish Families in Finland Subject Level Applied Language Studies Master’s Thesis Month and year Number of pages December 2020 30 Abstract In Finland families are only allowed to choose one language for their child to be the child’s L1 even if the family is bilingual. With both Finnish and Swedish being national languages of Finland this thesis looked into which language a family chose, why they chose it, and how they helped their child maintain it. Looking at their perspective on this can allow us to get further insight into family language policy in Finland. The research method used here is a case study, with semi-structured interviews for the data collection and interpretive phenomenological analysis for the data analysis. This thesis interviewed a bilingual family with a Finn and a Swedish Swede and their one child. It found that while their initial language choice was Swedish, that their family language policy was dynamic. Over time the child was switched from Swedish medium education to Finnish medium education; however, at home multiple family language policies worked together to help maintain his Swedish language skills. The findings demonstrated that the right combination of family language policies and more formal educational settings can work together to help children grow up to be bilingual even if the minority language is mainly used at home.
    [Show full text]
  • Second World War As a Trigger for Transcultural Changes Among Sámi People in Finland
    Acta Borealia A Nordic Journal of Circumpolar Societies ISSN: 0800-3831 (Print) 1503-111X (Online) Journal homepage: http://www.tandfonline.com/loi/sabo20 Second world war as a trigger for transcultural changes among Sámi people in Finland Veli-Pekka Lehtola To cite this article: Veli-Pekka Lehtola (2015) Second world war as a trigger for transcultural changes among Sámi people in Finland, Acta Borealia, 32:2, 125-147, DOI: 10.1080/08003831.2015.1089673 To link to this article: http://dx.doi.org/10.1080/08003831.2015.1089673 Published online: 07 Oct 2015. Submit your article to this journal Article views: 22 View related articles View Crossmark data Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=sabo20 Download by: [Oulu University Library] Date: 23 November 2015, At: 04:24 ACTA BOREALIA, 2015 VOL. 32, NO. 2, 125–147 http://dx.doi.org/10.1080/08003831.2015.1089673 Second world war as a trigger for transcultural changes among Sámi people in Finland Veli-Pekka Lehtola Giellagas Institute, University of Oulu, Oulu, Finland ABSTRACT ARTICLE HISTORY The article analyses the consequences of the Lapland War (1944– Received 28 October 2014 45) and the reconstruction period (1945–52) for the Sámi society Revised 25 February 2015 in Finnish Lapland, and provides some comparisons to the Accepted 24 July 2015 situation in Norway. Reconstructing the devastated Lapland KEYWORDS meant powerful and rapid changes that ranged from novelties Sámi history; Finnish Lapland; of material culture to increasing Finnish ideals, from a Lapland War; reconstruction transition in the way of life to an assimilation process.
    [Show full text]