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

自该项目于2016年4月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。我还会见了琉球传统语言协会的荒崎智子女士。荒木让我与高代取得了联系。高代是冲绳的一名英语二级教师，目前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纪子。真纪子在那霸市南部的一所二级学校工作，父母和祖父母都会说上华口语。她让我了解了她这一代人的情况，这些人在家里接触过少数民族语言，但不会说，也从未被鼓励这样做。作为一名教师，她也能够陈述这种语言在学校环境中的缺失。通过与海因里希教授的会谈，以及与宫原教授和石原教授的会面，以及与荒崎女士和吉斯先生的会面，我们都可以共同努力，进行涉及琉球语言的项目部分。他们都致力于与岛上的二级学校建立联系，以便在高中生中分发一份关于琉球语言态度的问卷。

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.