1. Elisabeth Scheller, University of Tromsø Capacity building and revitalization in practice II

2. Revitalization models ? …

3. Revitalization  People

4. A language disappears – What does it mean? -the younger generation do not learn the language anymore -the older and middle aged generations with good language command do not transfer the language to the younger generation anymore -people with good language command do not use the language actively anymore

5. Revitalization => to turn this process To get the young generation: to learn the language to use the language actively to transfer the language to their children

6. What do the youth want?

7. Example: Kildin Saami The older and middle aged generations – reasons for, that their language is disappearing: -low status -discrimination and stigmatization -no legal language rights -no support from the government -the officials “work against” the Saami language -no support from the Saami leaders -no money for teaching materials -no money for language courses

8. “The youth is not interested in learning and using the language.”

9. Ignorance of the fact that: The older and middle aged generation do not transfer the language to their children and grandchildren ???

10. Excuses to divert the attention from the own personal responsibility: The responsibility is put on: -the state / government -the school and day nursery -language courses -media and literature

11. The language is owned by a group of older and middle aged “language specialists” -drive language maintenance -work out and publish teaching materials -work out language teaching methods -teach the language on courses and at school -write and publish literature -do radio programs and transmissions

12. Almost all measures to maintain the language are done from the perspective of the middle aged and older generation.

13. -teaching materials and teaching methods: only for children -literature: poems, traditional folklore, fairy tales -radio programs: for middle aged and older generations -language used mainly in folklore performances and in traditional domains (reindeer herding, handycraft)

14. No focus on teenagers and people younger than 35 years old!

15. Criticism 1)The older generation criticises: -the youth (no lang. command, no interest to learn the lang., passive) -the middle aged generation (bad lang. command, no interest to use the lang., passive) 2) The middle aged generation criticises: -the youth (no lang. command, no interest to learn the lang., passive) -the older generation (to critical, no interest to teach and to transfer the lang., passive) 3) The youth criticises: - the older generation (to critical, no interest to teach and to transfer the lang., passive) -the middle aged generation (to critical, no interest to teach and to transfer the lang., passive)

16. No communication and No cooperation between the generations myths and prejudices

17. Additionally: *Problems of a minority community: -personal conflicts -nepotism -complex hierarchy of power *Social and economic problems -rivalry / competition about the resources / money

18. Language revitalization: for the Kola Saami community – a completely new matter A new group of language activists: -no “traditional specialists” -middle aged potential language users -most of them have no higher education -most of them do not work professional with the language (no teachers) -work actively also without earning money

19. - alternative methods of language transmission -teaching materials for youth and adults -mobilization of the active and passive language users -trying to brake the barriers between the generations – establish cooperation and understanding -trying to find ways to come over the psychological barriers to speak and use the language actively -cooperation with the schools, day nurseries, officials

20. Focus on: - the youth – not only children - teaching for beginners - teaching for people with passive language knowledge -training in active language use (functional bi-/multilingualism)

21. Challenge: Natural active language use and language transmission to future generations To find modern domains there the language can be used naturally To “sell” the language to the youth.

22. plans to establish a language centre

23. The researcher in a language community ethical matters

24. A language does not exist isolated.

25. Already the presence of a researcher in a language community will affect the community

26. Researcher Community member outsider insider not natural? involvement in language revitalization natural? not enough? knowledge about the language community enough?

27. How to behave as a researcher in a language community?

28. Researcher’s responsibility: to do their work and their results accessible for the language community compensate the work of their informants protect the informants and eventually sensitive information

29. But how can we do this in a right way?

30. Paying the informants for their work – is that ethical correct?

31. What consequences could this have for the future documentation- and revitalization work?

32. If not money – what should the researcher give back to the language community?

33. materials (copies of recordings, photos, etc.) research results - accessible and understandable for “normal” people (articles, booklets, presentations etc.) competency: courses and seminaries – but: special designed for the language community and their interests!

34. The researcher should never forget: We work with and for people!

35. How can the researcher help the language community to build up language revitalization competency?

36. => find out: What do the people / the community members want? Do they really want to revitalize their language? If “yes”, how do they want to revitalize it? What barriers and problems does exist? (Why people don’t not speak? Why people don’t want to write? Why people don't like the language specialists?) What knowledge do the language community need from the researcher?

37. It is not possible to revitalize a language without the wish and activity of the members of the language community!

38. => Responsibility of the outsiders who try to help

39. ”western” revitalization models have to be adapted to the local conditions and to the conditions of the language community people have to revitalize their language by themselves and establish their own institutions adapted to the local conditions good intentions to help can get a negative influence on the language revitalization process if a project is started – important to follow it up and to finish it