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Paper short abstract:

This presentation addresses the possibility of language revitalization among children in Miyako Island. Through the modernization, the Miyakoan became situated in Galtung (2006)'s theory of 'cultural violence'. To reverse this process CCBI and relaxed attitudes to bilingual language use can help.

Paper long abstract:

UNESCO announced in 2003 that there are eight endangered languages in Japan. The Miyakoan language discussed in this presentation is one of them. In Japan, 'Japanese' language became the present 'common language (kyotsugo)' during the modernization dating back to the Meiji period, particularly due to the government's language policy of 'a standard language (hyojungo)' and its policy of teaching 'national language (kokugo)' in schools. In the late 20th century, after the social economic boom, English became the 'international language (kokusaigo)'. As a result of these language education policies, some languages on Japan's periphery became endangered languages (Fujita-Round 2016).

In this presentation, the interview data of 40 junior high school students from Miyako Island City will be analyzed, with a focus on language and identity (Hosokawa & Miyo 2012). This data is drawn from longitudinal action research begun in 2013 at a junior high school (12-15 years old). The project included a special class, given once a year in July by a research associate, aimed at raising children's self-esteem. Then half a year later in February a questionnaire survey and semi-structural interviews for 4 focus groups were conducted. In the interview data, the behavior of code-switching was revealed, and from this behavior, I would like to analyze the relationship between this 'automatic' code-switching and the students' sense of identity as native Miyakoans.

'Language standardization policy' during the Meiji period was a euphemism for 'action for exterminating Japanese dialects'. This fits into the category of Galtung (2006)'s theory of 'cultural violence' as conducted by a nation. To enable a shift to 'cultural peace', I would like to point to the potential of this Miyakoan code-switching. Through this bilingual behavior, the school age generation can "rethink their position in society and their traditional assumptions, then take action" (Sato et al 2015). I would like to discuss how their bilingual language use contributes to peace building. This discussion may well overlap with the topic of bilingualism in endangered languages and dominant languages in Europe.