Abstract
One of the main issues concerning educational models for Indigenous and minority children is the question of mother-tongue medium (MTM) education, and it is the main issue for the Sámi people, too. For instance, a report written by experts of the United Nations Permanent Forum for Indigenous Issues points out that the right to mother-tongue medium education is an educational linguistic human right. These experts have also made draft recommendations to governments that:
all education programmes for Indigenous children and youth [should provide mother tongue medium instruction] based on the insights from solid research over many years [that show] that mainly mother tongue medium bilingual education (MTM) is superior to all other forms of education practices in order to achieve literacy and generally effective learning, including ‘the development of the child’s personality talents and mental and physical abilities to their fullest potential’ (CRC, Art. 29).
(Magga et al. 2004: 1, 27)
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Hirvonen, V. (2008). ‘Out on the fells, I feel like a Sámi’: Is There Linguistic and Cultural Equality in the Sámi School?. In: Hornberger, N.H. (eds) Can Schools Save Indigenous Languages?. Palgrave Studies in Minority Languages and Communities. Palgrave Macmillan, London. https://doi.org/10.1057/9780230582491_2
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