ABSTRACT
This chapter underscores the significance of teaching and preserving the Sámi language in educational settings within Europe's northern regions, with a particular focus on Finland and Norway. It combines theoretical and empirical analysis to explore the factors that influence young children's learning of the Sámi language, with an emphasis on the framework of decolonial education. The text sheds light on the unique circumstances surrounding Sámi language learning which are vital for the preservation of endangered languages such as Sámi. Given the diverse regional and learner characteristics, it highlights the necessity of culturally and linguistically responsive teaching approaches in Sámi language education. The study also acknowledges the complexity of the learning environment, which is influenced by various factors such as students, families, society, teachers, pupil groups and language-sociological aspects. By contributing to our understanding of Sámi language acquisition in young children, this chapter serves as a valuable resource for educators, students and researchers engaged in Sámi language-related studies.
