Data from areas of long term language contact situations between a non-V2 language and a V2 language in Northern Norway reveal unstable use of V2. Furthermore, in a substantial portion of the data there is a notable presence of the particle så. These facts are discussed in light of data on the så-construction in Standard Norwegian and Finland Swedish, and the particle ni in Finnish. We suggest that some aspects of så in the data may be explained as one trait of L1 transfer, where the acquirer recruits existing L2 elements and assigns to them new tasks in the grammar. The data reveal interesting variation patterns, which may be taken to support the "Underspecified CP" hypothesis put forth in recent language acquisition research.
Educational institutions have a responsibility to ensure that all children receive care and equal possibilities for development, independent of their linguistic and cultural background. However, there is little knowledge about how kindergartens ensure a welcoming and inspiring place for both transnational migrants, Indigenous children, and children from the majority population. Through a semiotic landscape analysis from two kindergartens in Northern Norway, this article contributes to this knowledge gap. Our starting point is that educational spaces are social, cultural, and political places. Applying a Bakhtinian perspective on semiotic landscapes as dialogues, the analysis focuses on two discourses. The first concerns diversity as an individual or shared value, and the second concerns balancing the ordinary and the exotic. We find that diversity related to transnational migration seems to be more integrated into the semiotic landscape, while the minoritised Indigenous Sámi people is stereotypically represented in kindergartens.
Hovedretninga i norsk språkpolitikk i dag er å styrke norsk som samfunnsbærende språk, og legge til rette for at norsk kan brukes, også i sammenhenger der engelsk foretrekkes. Samtidig er det behov for kompetanse i engelsk og fremmedspråk, og å styrke det språklige mangfoldet i videre forstand. Utdanningssystemet er sentralt i arbeidet for å realisere denne språkpolitikken, og denne artikkelen retter søkelys på hvordan en skole tillemper og implementerer språkpolitikken. Basert på et etnografisk feltarbeid i et klasserom i Tromsø viser analysen at skolen har institusjonalisert deler av språkpolitikken om språklig mangfold i det semiotiske landskapet, men at elevenes språklige erfaringer ut over det som er ivaretatt med egne fagplaner, har en mer utydelig plass i skolehverdagen.
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