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Paper short abstract

Discuss the approach to apply Oral discourse database to preservation and succession activities of endangered language. As an example of documentation and visualization of performance of picture-story show by speakers of Hachijoan, I focus on the style of "storytelling" and discuss it.

Paper long abstract

In this paper, we discuss the use of audio conversation materials in efforts to preserve and pass on a language in danger of extinction through the documenting and video recording of picture-story shows as recounted by Hachijoan speakers.

　The Hachijoan was designated as a "language in danger of extinction" by UNESCO in 2009. Even now, only a few people remain who can speak the traditional Hachijoan, and the natural conversation recordings collected to preserve the language are not sufficient to maintain the former system of the language. For this reason, after consulting and examining natural conversation transcripts with native speakers, we created revised texts. In rerecording the revised texts, in order to eliminate unnaturalness as much as possible, folktales were chosen as the subject material and the style of "storytelling" was adopted; thus, we were able to preserve both traditional Hachijoan texts and the voices on which these texts were based. In addition, to facilitate application in an effort to pass down dialects, we created picture-story shows, preparing texts for five regions.

There is a card game called "Hachijoan Karuta" by the Board of Education in Hachijo.The story of a picture-story show is superior in that it can listen and learn Hachijoan language speech of a longer unit, than "Hachijoan Karuta".

In addition to opening a video on which the talker played a picture-story show on the Internet, I made a file PPT-made picture-story show, and made it available for downloading and use.Not only to see and learn video, but also learners themselves can perform picture-story show in Hachijoan languages by downloading a PPT file.

The text of the picture-story show is in accordance with the actual situation of use, with linguistically backing.For that reason, learner himself can speak and perform in traditional Hachijo language.By a new performer talking about, the language is inherited although it is partial.By making use of picture-story show like this, we can contribute to the succession of Hachijoan.

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Paper short abstract

An overview on the linguistic structure of the Japanese Sign Language (nihon shuwa) will be presented. We will see similarities and differences between the oral language and the sign language which are both to be considered natural languages.

Paper long abstract

For the linguistic description of the Japanese Sign Language, features such as hand shapes, orientation and movement of the hands, arms or body and facial expressions are to be analyzed. It will be shown that the sign language should not be confused with body language or additional gestures to the oral language, but it is an independent language with its own grammar.

We will find functional equivalence in the linguistic field of phonology, morphology and syntax. On the other hand, some specific ways to express grammatical categories in the sign language, which are completely different from the corresponding spoken language, will be introduced and discussed.

An insight into the Sign Language is helpful to acquire a better metalinguistic understanding of language faculty.

Furthermore, one might encourage everyone to learn the Japanese Sign Language as a foreign language - providing aspects which can be learner-friendly in comparison with Japanese and other spoken languages - for a more convivial society.

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Paper short abstract

I will outline the present situation of mother language education in Japan, point out possibilities and problems based on interviews with mother language teaching groups in Hyogo prefecture, and discuss future issues in order to approach this aspect of achieving a multilingual Japan.

Paper long abstract

Since the amendment of immigration law in 1990, foreigner settlement in Japan has increased, and Japanese language policy is often discussed in relation to integration, but immigrant mother language education is seldom on the agenda.

In Japan, the mother languages of immigrants are mostly taught by private volunteers from within the community. Despite such suboptimal conditions, mother language education contributes not only to the improvement of reading and writing proficiency in the target language but also has a positive influence on learning Japanese and other school subjects for immigrant children. Also, mother language education may be indispensable for the establishment of an individual's identity and self-esteem, as well as for enriching relationships with parents and other relatives. In addition, the interaction of children with those of different cultural backgrounds is a good opportunity for all, both immigrants and native Japanese alike, to open their eyes to different cultures.

There are many immigrant children born and raised in Japan whose "mother" language for identity, as well as cognitive and learning activities, is Japanese. Such children may not feel the need for learning a heritage language and may focus on the "negatives" of learning their mother tongue, such as the effort required, and how it makes them different from their peers, without ever understanding the many positives for themselves and society.

With the exception of Kobe City, there is almost no official support of mother tongue education. Volunteer-based lessons held only once or twice a week are not enough for the thorough development of mother language proficiency.

Is mother language education really necessary? What should be done to improve the circumstances of it? How should we think about the possibilities and problems from ideological and economic viewpoints? Does the coexistence of different languages bring profit to the majority of Japanese society?

In this paper, I will outline the present situation of mother language education in Japan, point out possibilities and problems based on interviews with mother language teaching groups in Kanagawa and Hyogo prefecture, and discuss future issues in order to approach this aspect of achieving a multilingual Japan.