ABSTRACT We analyze how the implementation of the Norwegian policy on the Sámi language in school has shaped some Norwegian-speaking Sámi youths’ experiences and challenges of language learning. The research was conducted in Alta, Finnmark county. The youths interviewed in this study have had education in the Sámi language for the larger part, or for the entirety, of their primary and secondary education. Semi-structured interviews were used to cover important topics, in thematic narratives. In the youths’ narratives, “a hidden transcript” (Scott, James C. 1990. Domination and the Arts of Resistance. Hidden Transcripts. New Haven, CT: Yale University Press) seems to permeate. They experienced Sámi language learning to be in Eidheim's ([1969. “When Ethnic Identity Is a Social Stigma.” In Ethnic Groups and Boundaries. The Social Organization of Culture Difference, edited by Fredrik Barth, 39–57. Boston: Little, Brown and Company], 49) terms a “closed Sámi sphere”. We argue that in this particular context the schools’ institutional frames and practical implementation lead to sphering of what is considered Sámi and what is considered Norwegian. This makes it difficult, or maybe even impossible, for these youths to obtain the level of fluency in the North Sámi language that they strive for.

中文翻译：

---

在挪威萨米核心区之外学习萨米语

摘要 我们分析了挪威萨米语政策在学校的实施如何影响了一些讲挪威语的萨米语青年的语言学习经历和挑战。该研究在芬马克县阿尔塔进行。本研究中采访的青年在大部分或全部中小学教育中都接受过萨米语教育。半结构化访谈用于涵盖主题叙述中的重要主题。在年轻人的叙述中，“隐藏的成绩单”（Scott, James C. 1990. Domination and the Arts of Resistance. Hidden Transcripts. New Haven, CT: Yale University Press）似乎无处不在。他们在艾德海姆 ([1969. “当种族认同是一种社会耻辱。”在种族群体和边界中。) 经历了萨米语学习。文化差异的社会组织，由 Fredrik Barth 编辑，39-57。波士顿：Little, Brown and Company], 49) 称为“封闭的萨米球体”。我们认为，在这种特殊的背景下，学校的制度框架和实际实施导致萨米人和挪威人的融合。这使得这些年轻人很难，甚至不可能达到他们努力争取的北萨米语流利水平。