Čállingiela sátnesojahanmáhttu: Ohppetgo sámi oahppit riektačállima 10 jagi vuođđoskuvllas

Abstract

Davviriikkalaš sámi giellalávdegoddi dohkkehii Davvisámegiela oktasaš čállinvuogi 1978:s ja dasa bohte muhtin rievdadusat 1984:s. Dan rájes leat buot oahppogirjjit čállojuvvon dan ortografiija mielde. Dattege čájehuvvo ahte teavsttaid čállit davvisámegiela čállingiela norpma mielde ii leat nu álkes ášši. Dán masterčállosis guorahalan logi 10. luohká oahppi giehtačállosa. Dát oahppit leat buohkat lohkan davvisámegiela vuosttašgiellan, Máhttolokten – sámi (2006) oahppoplána vuođul ja sis leat leamaš seamma oahpponeavvut. Dán dutkamuša teorehtalaš vuođđu lea feailaanalysa, kontrastiiva analysa ja gaskagiela dutkamuš. Dutkamušas guorahallojuvvo man muddui oahppit ohppet čállit norpma mielde 10-jagi vuođđoskuvllaáiggis ja erenoamáš fuomášupmi giddejuvvo konsonántaguovddážii ja dássemolsašupmái. Dutkanmateriálan leat guokte čállinbarggu, okta diktáhtta ja okta bargoárka. Bohtosat čájehit ahte 15-jahkásaččat eai vel leat oahppan čállit jur buot sániid riekta. Bohtosat čájehit ahte konsonántaguovddážis leat liige eanemus feaillat. Nickel ja Sammallahti leaba sirren konsonántaguovddážiid 9 jovkui, 1-4D rádjai, konsonánttaid ja konsonántačohkiid mielde. Mun lean materiála sirren dáid joavkkuid ektui. Bohtosat čájehit ahte muhtun guovddáškonsonánta joavkkut ja konsonántačoahkit leat váddáseappot go earát. Eanemus feaillat leat sániin geahnohis dásis, ja stuorámus sivva dáidda feaillaide lea generaliseren ja ovttageardánahttin, ahte oahppi čállá geahnohis dási sániid konsonántaguovddáža, seamma ládje go sániid gievrras dásis. Dát guoská erenoamážit sániide main gievrras dásis leat unnit grafemat konsonántaguovddážis go geahnohis dásis. Muhto feaila sáhttá nuppe beliidge dáhpáhuvvat, ahte čállojuvvo ovdamearkka dihte hkk dalle go galggašii leat dušše hk, nugo juhkká (juhká). Suopman sáhttá dasa leat vejolaš sivvan. Čájehuvvo ahte mađi eanet grafemat leat konsonántaguovddážis, dađi eanet leat feaillat. Dasto guorahallojuvvo makkár deaddu Máhttolokten – sámi (2006) oahppoplánabuktosis lea sámegiela riektačállinmáhttui, ja maiddái man muddui sámegiela vuosttašgiela oahppogirjjit deattuhit dássemolsašumi ja sániid sojaheami čállingiela oahpaheamis. Loahpas ovdanbuktojuvvojit didákttalaš ja pedagogalaš bealit riektačállioahpahusas skuvllas.

Northern Sami unified orthography was accepted in the Northern Countries Language Committee in the year 1978, with changes being made in the year 1984. Since then all schoolbooks written have followed this orthography. However, it shows that writing texts according to the Northern Sámi norms is not an easy task. In this master’s thesis the handwritten texts of 10 (ten) 10th (tenth) graders was taken under examination. All of the tested students were educated with Sami as their first language, following Máhttolokten – sámi 2006 curriculum and granted the same teaching aids. In this examination, the extent to which the students have learned writing the norms by a 10th (tenth) grade primary school education will be observed and extraordinary notice is put upon The Consonant Center and The Grade Alternation. The assigned material of study is 2 (two) written tasks, one dictation and one task sheet. The results show that none of the 15 (fifteen) year olds had learned successfully write all the words correctly. The results show that The Consonant Centers are where the failures are most prevalent. In the written words of some consonant groups, there were more errors than in others. Most of the failures are found within the words that are in the weak grade, and the prevalent reason for the errors is the simplification of The Consonant Center, that the student writes some words in the weak grade the same way they would write the strong grade. It was also revealed that the more graphemes within The Consonant Center, the more errors. Then it was inquired what emphasis Máhttolokten – sámi curriculum puts into sámi orthography and also to what degree Sámi first language textbooks emphasize grade alternation and inflection in the written language. At the very end, there will be presenting which didactic and pedagogical parts can be beneficiary regarding when working with grammar tics at school.