Educated Not to Speak Our Language: Language Attitudes and Newspeakerness in the Yaeyaman Language

References

• Anderson, M. (2009). Emergent language shift in Okinawa [unpublished PhD thesis]. University of Sydney.
   Google Scholar
• Anderson, M. (2014). Revitalisation attempts and language attitudes in the Ryukyus. In M. Anderson & P. Heinrich (Eds.), Language crisis in the Ryukyus (pp. 3–13). Cambridge Scholars Publishing.
   Google Scholar
• Austin, P. K., & Sallabank, J. (2013). Endangered languages: An introduction. Journal of Multilingual and Multicultural Development, 34(4), 313–316. https://doi.org/https://doi.org/10.1080/01434632.2013.794806
   Web of Science ®Google Scholar
• Bourdieu, P. (1991). Language as symbolic power. Harvard University Press.
   Google Scholar
• Busch, B., Jardine, A., & Tjoutuku, A. (2006). Language biographies for multilingual learning. PRAESA Occasional Papers No. 24. PRAESA, 5–100.
   Google Scholar
• Chu, H. (2018). Islands as the origin/end of the world: Ethnographic imaginations from the Penghu (Taiwan) and Yaeyama (Okinawa) islands .Comparative Literature Studies, 52(4), 704–728. https://doi.org/https://doi.org/10.5325/complitstudies.52.4.0704
   Google Scholar
• Costa, J. (2016). Revitalising language in Provence: A critical approach. In Transactions of the Philological Society, 114(S1), 1–184. https://doi.org/https://doi.org/10.1111/1467-968X.12088
   Google Scholar
• Creese, A., & Copland, F. (2015). Linguistic ethnography: Collecting, analysing, presenting data. SAGE Publications.
   Google Scholar
• Cummins, J. (2001). Negotiating identities: Education for empowerment in a diverse society. California Association for Bilingual Education.
   Google Scholar
• Dauenhauer, N. M., & Dauenhauer, R. (1998). Technical, emotional, and ideological issues in reversing language shift: Examples from Southeast Alaska. In L. A. Grenoble & L. J. Whaley (Eds.), Endangered languages: Current issues and future prospects (pp. 57–98). Cambridge University Press.
   Google Scholar
• Davis, C., & Lau, T. (2015). Tense, aspect, and mood in Miyara Yaeyaman. In P. Heinrich, S. Miyara, & M. Shimoji (Eds.), Handbook of the Ryukyuan languages (pp. 1–41). Mouton de Gruyter.
   Google Scholar
• De Korne, H., & Leonard, W. Y. (2017). Reclaiming languages : Contesting and decolonising “language endangerment” from the ground up. In W. Y. Leonard & H. De Korne (Eds.), Language documentation and description (14, 5–14). EP Publishing. http://www.elpublishing.org/itempage/149
   Google Scholar
• Erickson, F. (1990). Qualitative methods. In F. Erickson & R. Linn (Eds.), Research in teaching and learning (Volume 2, pp. 77–194). Macmillan.
   Google Scholar
• Fishman, J. (1991). Reversing language shift: Theoretical and empirical foundations of assistance to threatened languages. Multilingual Matters.
   Google Scholar
• Fishman, J. A., & Garcia, O. (2010). Handbook of language and ethnic identity disciplinary and regional perspective. Oxford University Press.
   Google Scholar
• Fujita-Round, S., & Maher, J. (2008). Language education policy in Japan. In N. H. Hornberger (Ed.), Encyclopedia of language and education (pp. 393–404). Springer.
   Google Scholar
• Gakusyū Shidō Yōryō. (2017). Syōgakkō no hyōjun jugyō jisū ni tuite. Ministry of Education, Culture, Sports, Science and Technology. https://www.mext.go.jp/component/b_menu/shingi/giji/__icsFiles/afieldfile/2015/11/09/1363415_006.pdf
   Google Scholar
• Gayman, J. (2011). Ainu right to education and Ainu practice of “education”: Current situation and imminent issues in light of Indigenous education rights and theory. Intercultural Education, 22(1), 15–27. https://doi.org/https://doi.org/10.1080/14675986.2011.549642
   Google Scholar
• Hammine, M. (2017). Meeramuni Narahitaboori. (Miyara no kotoba o oshiete kudasai.) [Let me learn language of Miyara]. In Kotoba to shakai -kotoba no shōhinka- [Language and Society—Commodification of language] (pp. 217–232). Sangensha.
   Google Scholar
• Heinrich, P. (2012). The making of monolingual Japan: Language ideology and Japanese modernity. Multilingual Matters.
   Google Scholar
• Heinrich, P. (2015). Japanese language spread. In P. Heinrich, S. Miyara, & M. Shimoji (Eds.), Handbook of the Ryukyuan languages (pp. 631–647). Mouton de Gruyter.
   Google Scholar
• Heinrich, P., & Ishihara, M. (2017). Ryukyuan languages in Japan. In C. Seals & S. Shah (Eds.), Heritage language policies around the world (pp. 165–184). Routledge.
   Google Scholar
• Hill, J. H. (2002). “Expert rhetorics” in advocacy for endangered languages: Who is listening, and what do they hear? Journal of Linguistic Anthropology, 12(2), 119–133. https://doi.org/https://doi.org/10.1525/jlin.2002.12.2.119
   Google Scholar
• Hokama, S. (1971). Okinawa no gengo shi [Language history of Okinawa]. Hosei Daigaku Shuppan.
   Google Scholar
• Hornberger, N. H. (2014). “Until I became a professional, I was not, consciously, indigenous”: One intercultural bilingual educator’s trajectory in indigenous language revitalization. Journal of Language, Identity, and Education, 13(4), 283–299. https://doi.org/https://doi.org/10.1080/15348458.2014.939028
   Web of Science ®Google Scholar
• Ishihara, M. (2010). Ryūkyūgo no sonzokusei to kikido -gyakkōteki gengo shifuto wa kanō-ka [Survival and endangerment of Ryukyuan language—Is reversing language shift possible?]. In P. Heinrich & S. Matsuo (Eds.), Higashi ajia ni okeru gengo fukkou [Language revitalization in East Asia] (pp. 111–149). Sangensha.
   Google Scholar
• Ishihara, M. (2016). Language revitalization efforts in the Ryukyus. In M. Ishihara, E. Hoshino, & Y. Fujita (Eds.), Self-determinable development of small islands (pp. 67–82). Springer.
   Google Scholar
• Jaffe, A. (2015). Defining the new speaker: Theoretical perspectives and learner trajectories. International Journal of the Sociology of Language, 231(231), 21–44. https://doi.org/https://doi.org/10.1515/ijsl-2014-0030
   Google Scholar
• Katō, T. (2017). Okinawa kodomo no hinkon jittai chōsa jigyō hōkokusho [Report on poverty amongst children in Okinawa Prefecture]. Okinawa-ken Kodomo Sōgō Kenkyūjo.
   Google Scholar
• Keskitalo, P., & Sarivaara, E. (2017). Sámi language for all. In E. McKinley & L. Smith (Eds.), Handbook of indigenous education (pp. 467–482). Springer.
   Google Scholar
• Kirkpatrick, A., & Liddicoat, A. (2017). Language education policy and practice in East and Southeast Asia. Language Teaching, 50(2), 155–188. https://doi.org/https://doi.org/10.1017/S0261444817000027
   Web of Science ®Google Scholar
• Kondō, K. (2008). Hōgen fuda- kotoba to karada [Dialect Tag- language and body]. Shakai hyōronsha.
   Google Scholar
• Kroskrity, P. V. (2009). Language renewal as sites of language ideological struggle. The need for “ideological clarification.” In J. Reyhner & L. Lockard (Eds.), Indigenous language revitalization: Encouragement, guidance & lessons learned  (pp. 71–83).  Northern Arizona University. http://jan.ucc.nau.edu/~jar/ILR/ILR-6.pdf
   Google Scholar
• Leonard, W. Y. (2017). Producing language reclamation by decolonising “language.” Language Documentation and Description, 14, 15–36. http://www.elpublishing.org/itempage/150
   Google Scholar
• Liebkind, K. (2010). Social psychology. In J. A. Fishman & O. Garcia (Eds.), Handbook of language and ethnic identity (pp. 18–31). Oxford University Press.
   Google Scholar
• Maemori, G., Azuma, K., Maehata, T., Nishihara, M., Higashinarisoko, M., Hammine, T., … Dai, S. (Eds.). (1986). Miyara Murashi. Miyara Kōminkan: Yeayama Insatsu.
   Google Scholar
• Matsuda, H. (2008). Yaeyama: From periphery of the Ryūkyūs to frontier of Japan. Japanese Studies, 28(2), 149–164. https://doi.org/https://doi.org/10.1080/10371390802249057
   Google Scholar
• May, S. (2001). Language and minority rights: Ethnicity, nationalism and the politics of language. Longman.
   Google Scholar
• May, S., & Hill, R. (2005). Māori-medium education: Current issues and challenges. International Journal of Bilingual Education and Bilingualism, 8(5), 377–403. https://doi.org/https://doi.org/10.1080/13670050508668621
   Google Scholar
• Miki, T. (2003). Yaeyama kenkyū no rekishi [History of Yaeyaman research]. Nanzansha.
   Google Scholar
• Moseley, C. (2010). Atlas of the world’s languages in danger. (3rded.). UNESCO.
   Google Scholar
• Murakami, R. (1994). Okinawa ni okeru `kokugo gakuryoku` ni kansuru kenkyū ichi -sono kihon mondai ni kansuru kōsatsu. [Research on “National Language Ability” in Okinawa—Observation of its fundamental problem], Kyōiku hōhōgaku kenkyū [Educational Methodology Research], 20, 107–115.
   Google Scholar
• Murakami, R. (2008). “Nanto shijin” soshite “kokugo”—Yaeyama chiiki ni okeru kindai gakkō/koe to moji no sōkoku [“Poets from Souterh islands” and “Kokugo”—modern schools in Yaeyama area and rivalry of voice and letters]. In K. Kondō (Ed.), Hōgen fuda—kotoba to karada [Dialect tag—Language and body] (pp. 54–87). Shakai hyōronsha.
   Google Scholar
• O’Rourke, B., Pujolar, J., & Ramallo, F. (2015). New speakers of minority languages: The challenging opportunity. International Journal of the Sociology of Language, 231(231), 1–20. https://doi.org/https://doi.org/10.1515/ijsl-2014-0029
   Google Scholar
• O’Rourke, B., & Walsh, J. (2015). New speakers of Irish: Shifting boundaries across time and space. International Journal of the Sociology of Language, 231(231), 63–83. https://doi.org/https://doi.org/10.1515/ijsl-2014-0032
   Google Scholar
• Ota, S. (2013). Yayeama no geinō [Performing art of Yaeyama]. Hirugisha.
   Google Scholar
• Pellard, T. (2013). Nihon rettō no gengo no tayōsei—Ryūkyū shogo o chūshin ni [Linguistic diversity of the Japanese Archepelago—Focusing on Ryukyuan languages]. In Y. Takubo (Ed.), Ryūkyū rettō no gengo to bunka—sono kiroku to keishō [Language and Culture of the Ryukyus—Documentation and Transmission] (pp. 81–92). Kuroshio Shuppan.
   Google Scholar
• Pietikäinen, S. (2018). Investing in indigenous multilingualism in the Arctic. Language Sciences, 62(Part B), 184–195. https://doi.org/https://doi.org/10.1016/j.langcom.2018.05.001
   Google Scholar
• Pujolar, J., & Puigdevall, M. (2015). Linguistic mudes: How to become a new speaker in Catalonia. International Journal of the Sociology of Language, 231(231), 167–187. https://doi.org/https://doi.org/10.1515/ijsl-2014-0037
   Google Scholar
• Rahko-ravantti, R. (2016). Saamelaisopetus Suomessa Tutkimus saamelaisopettajien opetustyöstä suomalaiskouluissa. [Sámi education in Finland—Research on Sámi teachers’ work in Finnish schools]. PhD thesis. University of Lapland.
   Google Scholar
• Romaine, S. (2008). Linguistic diversity, sustainability, and the future of the past. In K. A. King., N. Schilling, L. W. Fogle, J. J. Lou., & B. Souku (Eds.), Sustaining linguistic diversity: Endangered and minority languages and language varieties (pp. 7–21). Georgetown University Press.
   Google Scholar
• Shimoji, M., & Pellard, T. (Eds.). (2010). An introduction to Ryukyuan languages. ILCAA.
   Google Scholar
• Skutnabb-Kangas, T. (2010). Education of indigenous and minority children. In J. A. Fishman & O. Garcia (Eds.), Handbook of language and ethnic identity (pp. 186–204). Oxford University Press.
   Google Scholar
• Smith, L. T. (1999). Decolonizing methodologies: Research and indigenous peoples. University of Otago Press.
   Google Scholar
• Tuck, E., & Yang, K. W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, Education, & Society, 1(1), 1–40. https://jps.library.utoronto.ca/index.php/des/article/view/18630
   Google Scholar
• Zayasu, H. (2017). Uchinaa yamatoguchi no kenkyū [Research on Okinawan Japanese]. Shinwasha.
   Google Scholar