Indigenous students learning experiences using their mother tongue when studying

A focus group study with Northern-Sámi Nursing Students

Abstract

This study explores the significance of using the Sámi mother tongue in the learning process for Sámi-speaking nursing students in Finnmark, Norway. Established in the context of a unique nursing education program that incorporates Sámi culture and language. The research employs a hermeneutic-phenomenological approach, utilizing focus group interviews with seven students. Findings indicate that students experience enhanced learning outcomes when instruction occurs in Northern Sámi, leading to increased participation, confidence, and engagement in academic discussions. Participants reported that using their mother tongue facilitated effortless communication, reduced anxiety, and allowed for a deeper understanding of the subject matter. Conversely, when instruction was conducted in Norwegian, students felt silenced and less inclined to participate, highlighting the challenges posed by linguistic barriers in a predominantly Norwegian-speaking healthcare system. The study underscores the need for the development of Sámi nursing terminology to empower students and enhance professional communication. Ultimately, the research advocates for the recognition of Sámi as a legitimate language in nursing education, positing that such recognition not only enriches the educational experience but also serves as a form of decolonization, affirming the cultural identity and rights of the Sámi people. This study contributes to the discourse on indigenous education and the importance of mother tongue instruction in professional training, suggesting that linguistic capital is vital for the empowerment and self-determination of indigenous communities.