Action in Education for the promotion of Irish, Catalan and Ryukyu as minority languages

自2016年4月该项目获得批准并启动以来，我与冲绳琉球语言保护领域的利益相关者建立了联系，并于2016年5月底拜访了他们。在冲绳，我会见了琉球大学的宫原教授和石原教授。我还会见了琉球遗产语言学会的荒木知子（Tomoko Arakaki）女士。荒木女士帮我联系了高野女士，她是冲绳的英语二级教师，正在基督教大学攻读语言复兴硕士学位。我有机会见到了高代的朋友真子女士（Makiko-san），她在那霸南部的一所二级学校工作，她的父母和祖父母的母语都是宇中口语。她让我了解了她这一代人的情况，他们在家里接触过少数民族语言，但不会说这种语言，也从来没有人鼓励他们这样做。作为一名教师，她还能够说明在学校环境中缺乏这种语言。在与海因里希教授、宫原教授、石原教授以及荒木女士和吉斯先生的会谈中，我们发现我们可以共同开展琉球语言相关的项目。他们都承诺合作与岛上的二级学校建立联系，以便在高中学生中分发关于对琉球语言的语言态度的调查表。

Since the project was approved and initiated in April 2016 I established contact with stakeholders in the field for the protection of the Ryukyu languages in Okinawa and visited them at the end of May 2016.In Okinawa, I met with Prof. Miyara and Prof. Ishihara from the University of the Ryukyus. I also met with Ms. Tomoko Arakaki, from the Ryukyuan Heritage Language Society. Ms. Arakaki put me in contact with Ms. Takayo, a English second level teacher in Okinawa who is studying a Masters Degree on Language revitalisationin the Christian University.I had the opportunity of meeting with Makiko-san, friends of Ms. Takayo and who worked in a second level school in the South of Naha and has her parents and grandparents who are native speakers of Uchinaaguchi. She was able to give me an insight into the situation with regard to people her generation who have been in contact with the minority language at home but do not speak it and were never encouraged to do so. As a teacher, she was also able to state the absence of the language in the school context.From the talks with Prof. Heinrich and from meeting with Prof. Miyara and Prof. Ishihara, as well as with Ms. Arakaki and Mr. Gijs, it emerged that we could all work together to conduct the part of the project referring to the Ryukyu languages. They all committed to collaborating in establishing contact with second level schools in the island as to distribute a questionnaire on language attitudes towards Ryukyu languages among upper secondary school students.