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Decolonizing Methodologies in Japan: Ryukyuan Perspectives for Language Education
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Decolonizing Methodologies in Japan: Ryukyuan Perspectives for Language Education

A special issue of Languages (ISSN 2226-471X).

Deadline for manuscript submissions: closed (31 May 2022) | Viewed by 21842

Special Issue Editor

Dr. Patrick Heinrich

E-Mail Website
Guest Editor
Department of Asian and North African Studies, Ca’Foscari University of Venice, Dorsoduro, 3246, 30123 Venezia, Italy
Interests: sociolinguistics; language endangerment; Ryukyuan languages; Japanese studies

Special Issue Information

Dear Colleagues,

This Special Issue aims to apply postcolonial perspectives to discussions and practices of Ryukyuan language learning and teaching. The objective is to step out of established binaries that constrain visions and practices of Ryukyuan language learning. These binaries include, for example, first language acquisition–second language learning, mother tongue–foreign language, teacher–learner, correct–incorrect, formal–informal, symbolic–instrumental, central–peripheral, homeland–diaspora, traditional–contemporary, known–unknown, monolingual–multilingual, written–spoken, but also Japanese–Ryukyuan. Taking a postcolonial point of view implies the necessity of grappling with new concepts, visions, and practices. Decolonization requires the creation of new cultural knowledge in a hybrid third space (Bhabha 1994). Shifting into a third space allows us to discuss Ryukyuan language learning as a possibility, and we believe that Ryukyuan language learning is often best situated between these binaries (or beyond them).

In this Special Issue, we seek to explore Ryukyuan language education with the aim of exploring a third space where established categories intersect, dissolve, or mix. Such a decolonizing approach to language learning must disinvent existing epistemologies and the practices that inform them because these epistemologies are not simply obstructive of possibilities but also destructive of cultural practices and heritage (Makoni and Pennycook 2007). Established epistemology plays a fundamental role in destroying language structures, language choices, knowledge encoded in language, possibilities to employ, alter, and transform language in order to recreate cultural knowledge, and social structures through language use.     

Possible contributions to this special volume can address the topic from various angles, such as sociolinguistics, linguistic anthropology, pedagogy and didactics, language policy and planning, descriptive and documentary linguistics, cognitive linguistics, translation studies, and of course postcolonial studies themselves.

The overall length of this Special Issue is planned to be 90,000 words, with manuscripts that are between 6000 and 9000 words. The issue will have 10–12 articles with an introduction by the editor. We request that, prior to submitting a manuscript, interested authors initially submit a proposed title and an abstract of 400–600 words summarizing their intended contribution. Please send it to the guest editor ([email protected]) or to the Languages Editorial Office ([email protected]). Abstracts will be reviewed by the guest editor for the purpose of ensuring proper fit within the scope of the Special Issue. Full manuscripts will undergo double-blind peer review.

Deadlines

  • Abstract submission deadline: 1 May 2021
  • Notification of abstract acceptance: 1 June 2021
  • Full manuscript deadline: 31 December 2021

References

Bhabha, Homi (1994) The Location of Culture. London: Routledge.

Makoni, Sinfree & Alastair Pennycook (2007) Disinventing and Reconstituting Language. Buffalo: Multilingual Matters.

Dr. Patrick Heinrich
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Languages is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • postcolonial studies
  • Ryukyuan languages
  • language endangerment
  • language teaching
  • teaching materials
  • master–apprentice language learning program
  • language-in-education policy
  • polynomic language education
  • language and diaspora

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Published Papers (8 papers)

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Editorial

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6 pages, 303 KiB  
Editorial
Ryukyuan Perspectives for Language Reclamation
by Patrick Heinrich
Languages 2023, 8(1), 35; https://doi.org/10.3390/languages8010035 - 19 Jan 2023
Viewed by 2686
Abstract
If languages are naturally transmitted in a stable self-regulatory society (Fishman 1991, p [...] Full article
(This article belongs to the Special Issue Decolonizing Methodologies in Japan: Ryukyuan Perspectives for Language Education)

Research

Jump to: Editorial

19 pages, 389 KiB  
Article
Uchinaaguchi Learning through Indigenous Critical Pedagogy: Why Do Some People in Yomitan Not Know Yomitan Mountain?
by Yumiko Ohara and Seira Machida
Languages 2023, 8(1), 17; https://doi.org/10.3390/languages8010017 - 3 Jan 2023
Cited by 4 | Viewed by 2458
Abstract
Since the 1970s, Yomitan Village in Okinawa has been at the forefront of community-led efforts of language preservation by documenting its folklore as a part of a larger goal to restore its language and culture. This has resulted in the documentation of over [...] Read more.
Since the 1970s, Yomitan Village in Okinawa has been at the forefront of community-led efforts of language preservation by documenting its folklore as a part of a larger goal to restore its language and culture. This has resulted in the documentation of over 5000 stories recounted in a local variety of Uchinaaguchi by over 700 community members from all parts of the village. The first aim of this article is to outline the vast folklore data that has been accumulated as well as the language-related materials that have been created from the data. Secondly, it explores conceptual frameworks for the teaching of endangered languages through an Indigenous critical pedagogy that incorporates three perspectives, namely, critical pedagogy hybridity and the third space, and decolonization. Furthermore, we suggest some ways to utilize these stories to teach the language and culture of the community and at the same time demonstrate how the accumulated narratives can be used to illuminate the crucial relationship among history, politics, and knowledge. Full article
(This article belongs to the Special Issue Decolonizing Methodologies in Japan: Ryukyuan Perspectives for Language Education)
19 pages, 380 KiB  
Article
Promoting the Use of Okinawan by New Speakers: An Analysis of Honorific Choices in the Family Domain
by Tomoko Arakaki
Languages 2023, 8(1), 12; https://doi.org/10.3390/languages8010012 - 26 Dec 2022
Cited by 2 | Viewed by 2170
Abstract
Linguistic insecurity about polite registers constitutes a serious barrier for any new speakers specifically in settings between parents and children or between married couples. Politeness might very well be the register that prevents new speakers from either learning or using their heritage language. [...] Read more.
Linguistic insecurity about polite registers constitutes a serious barrier for any new speakers specifically in settings between parents and children or between married couples. Politeness might very well be the register that prevents new speakers from either learning or using their heritage language. This paper examines the current use of honorifics in Okinawan between parents and children, and between married couples. It examines the use and awareness of honorifics in the family domain, paying due attention to situations when honorifics are used without causing communicative and sociolinguistic problems. Two families serve as a case study, including myself and my parents. The results of the analysis of the two families illustrate that the traditional honorific system (use of strict honorifics) has changed to fit modern life and that its accompanying values are characteristic of contemporary Okinawan society. We found that honorifics are rarely used in Okinawan conversations between married couples both by rusty speakers and semi-speaker. The use of honorifics between parents and children (semi-speaker) has been also moderated. If such flexible use of honorifics is adopted at home, there may be a possibility of intergenerational transmission of Okinawan within the family. Lastly, I introduce the opinion of new speakers, all in their 20s, about the use of honorifics. The y do not wish fluent speakers to criticize their mistakes one by one, but they still want fluent speakers to correct crucial errors to master honorifics step by step. Full article
(This article belongs to the Special Issue Decolonizing Methodologies in Japan: Ryukyuan Perspectives for Language Education)
14 pages, 376 KiB  
Article
Introducing a Polynomic Approach in Ryukyuan Language Learning
by Gijs Van der Lubbe
Languages 2023, 8(1), 11; https://doi.org/10.3390/languages8010011 - 26 Dec 2022
Cited by 1 | Viewed by 2679
Abstract
The polynomic model as a model of language codification treats regional and social variation within language as inherently good and does not hierarchise this variation. This research is an argument in advocating the application of a polynomic model in Ryukyuan language learning, focussing [...] Read more.
The polynomic model as a model of language codification treats regional and social variation within language as inherently good and does not hierarchise this variation. This research is an argument in advocating the application of a polynomic model in Ryukyuan language learning, focussing on Okinawa Ryukyuan. The Ryukyuan languages consist of a minimum of 5 abstand languages that are spoken in the Ryukyuan island chain in southern Japan. The Ryukyuan languages have no standard languages and show internal variation. A monolingual language ideology implemented since the annexation of the Ryukyus by Japan in the late 19th century has caused a language shift towards Japanese, rendering all Ryukyuan languages endangered. A small revitalisation of the Ryukyuan language has been taking place since the early 21st century, necessitating the development of an infrastructure for language learning. In this research, I give reasons why the application of a polynomic model would allow for an inclusive language revitalisation that respects local language practices and identities in the Ryukyus, without reproducing the colonialist attitudes towards language that led to language endangerment in the first place. Full article
(This article belongs to the Special Issue Decolonizing Methodologies in Japan: Ryukyuan Perspectives for Language Education)
19 pages, 3792 KiB  
Article
“Some Don’t Even Know Where South Is!”: Linguistic Strategies for Spatial Reference and Seasons in Ishigaki Yaeyaman and Their Disappearance
by Matthew L. Guay
Languages 2023, 8(1), 9; https://doi.org/10.3390/languages8010009 - 23 Dec 2022
Cited by 3 | Viewed by 2252
Abstract
Many inhabitants of the Yaeyama Archipelago continue to hold a low status view towards their heritage language despite current efforts to halt language shift. An ideology of inferiority stemming from the colonization of the mind renders them psychologically dependent on being Japanese and [...] Read more.
Many inhabitants of the Yaeyama Archipelago continue to hold a low status view towards their heritage language despite current efforts to halt language shift. An ideology of inferiority stemming from the colonization of the mind renders them psychologically dependent on being Japanese and unable to see their own language as valuable. The problem is further compounded by the lack of ethnolinguistic and sociolinguistic research on the knowledge concepts of the language including the reference system despite it being a profound feature of the language. This paper first rectifies this by describing the unique conceptualizations in the orientation systems as well as the seasonal terms of Yaeyaman. The focus is then shifted to the situations and frequency of their use in Yaeyaman and in Ishigaki-substrate Japanese to look for how language shift has impacted these spatial and environmental viewpoints in the minds of Yaeyaman speakers. I show through the words of the speakers, while describing their use of these systems, how their minds have been unconsciously colonized and how this drives an automatic behavior of language accommodation towards the Japanese. I argue that language accommodation to speakers of Japanese is largely responsible for the disuse of the unique Yaeyaman worldview concepts as well as the decrease in domains where the language is spoken. As a consequence, a unique way of looking at the world and a feature to take pride in is falling into disuse. Full article
(This article belongs to the Special Issue Decolonizing Methodologies in Japan: Ryukyuan Perspectives for Language Education)
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14 pages, 992 KiB  
Article
“Words That Open Your Heart”—Overcoming Social Barriers to Heritage Language Reclamation in Ishigaki City
by Matthew W. Topping
Languages 2023, 8(1), 5; https://doi.org/10.3390/languages8010005 - 21 Dec 2022
Cited by 1 | Viewed by 1804
Abstract
Ishigaki Yaeyaman, a heavily minoritized Southern Ryukyuan language, is not a language of commerce, education, media, or government validated by the socioeconomic center. Nevertheless, it holds a certain value for a group of people in Ishigaki City that is intangible and deeply personal. [...] Read more.
Ishigaki Yaeyaman, a heavily minoritized Southern Ryukyuan language, is not a language of commerce, education, media, or government validated by the socioeconomic center. Nevertheless, it holds a certain value for a group of people in Ishigaki City that is intangible and deeply personal. In keeping with the goal of this special issue—to step out of the established dichotomies that impede the vision and practice of Ryukyuan language learning—this work sheds light on the ideologies and practices of new speakers of Ishigaki Yaeyaman, who traverse a ‘third space’ in their use of the language between public-and-private, polite-and-rude, spoken-and-written, and Japanese-and-Ryukyuan. It builds on the author’s findings, including field observations made during doctoral research at University of the Ryukyus. A participatory action research methodology is employed, drawing upon qualitative data from semi-structured personal interviews and the in-person observation of Master–Apprentice language learning sessions within a local grassroots initiative begun in December 2019. The analysis suggests a need to break away from the dichotomies dictating the environment and situations in which new speakers may interact with traditional speakers and among themselves. This is recommended to take the form of Master–Apprentice training in a context that encourages the transformation of language attitudes and awareness, creating a ‘safe space’ that is dialogic, collaborative, and transdisciplinary. Full article
(This article belongs to the Special Issue Decolonizing Methodologies in Japan: Ryukyuan Perspectives for Language Education)
19 pages, 3832 KiB  
Article
Language Revitalization and the Classroom: Video Workshops at an Elementary School in Miyakojima
by Sachiyo Fujita-Round
Languages 2023, 8(1), 4; https://doi.org/10.3390/languages8010004 - 21 Dec 2022
Cited by 1 | Viewed by 2718
Abstract
This paper explores a pedagogy for language revitalization in the specific endangered language context of the Miyakoan language in Okinawa Prefecture, Japan. The topic discussed on language revitalization in this paper is a matter of language teaching and learning methodology. The transmission of [...] Read more.
This paper explores a pedagogy for language revitalization in the specific endangered language context of the Miyakoan language in Okinawa Prefecture, Japan. The topic discussed on language revitalization in this paper is a matter of language teaching and learning methodology. The transmission of Miyakoan to the younger generation will be sought in the school domain. There are three guiding research questions: (1) what pedagogy might suit language revitalization, (2) how the school can accommodate this educational goal, and (3) will this educational plan raise pupils’ awareness to learn about the Miyakoan language. First, this paper will review the current direction of Indigenous languages in Japan at the macro socio-historical level. Second, the micro-educational practice will be reported and analyzed. From this micro-educational practice, the role of the school in the community is indicated to become a domain for language revitalization to raise the pupils’ awareness of the local endangered language. The findings also suggest an approach forging the ‘mainstream’ education and pedagogy for language revitalization. Since language transmission is only partially conducted at home in Miyakojima in the 21st century, heritage language education in schools will be essential for revitalizing the language and cosmology of Miyakojima. Full article
(This article belongs to the Special Issue Decolonizing Methodologies in Japan: Ryukyuan Perspectives for Language Education)
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15 pages, 400 KiB  
Article
Collaborative Ryukyuan Language Documentation and Reclamation
by Madoka Hammine and Martha Tsutsui Billins
Languages 2022, 7(3), 192; https://doi.org/10.3390/languages7030192 - 22 Jul 2022
Cited by 1 | Viewed by 2848
Abstract
Traditional “endangered” approaches in linguistics tend to impose Western epistemologies of languages on marginalized Indigenous language communities such as the Ryukyus. Instead, by using a collaborative approach, we ask for a change of approach from research on the Ryukyus to research with/for the [...] Read more.
Traditional “endangered” approaches in linguistics tend to impose Western epistemologies of languages on marginalized Indigenous language communities such as the Ryukyus. Instead, by using a collaborative approach, we ask for a change of approach from research on the Ryukyus to research with/for the Ryukyus. This article is a reflective study of collaboration in particular cases. We aim to address the issues of relationality between communities and researchers—how can communities initiate work with like-minded linguists to suit their own needs? Thus, we respond to this question to open a conversation on why insider/outsider collaboration is essential. Using our experiences of carrying out our research in different parts of the Ryukyus reflectively, we aim to provide a practical guide for collaboration that is necessary for both the good of communities and the field of linguistics. Through continuous cooperation and collaboration, we can engage in active decolonization of the field of linguistics and language documentation. We suggest that decolonization cannot be achieved without collaborative and ethical research practices based on Indigenous epistemologies. We conclude the paper with ideas of research approaches based on Ryukyuan Indigenous epistemologies, which require a transformation from individual approaches to community-based-relational approaches. Full article
(This article belongs to the Special Issue Decolonizing Methodologies in Japan: Ryukyuan Perspectives for Language Education)
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