ABSTRACT This article examines indigenous language acquisition (ILA) with regard to the indigenous Yaeyaman language spoken in the Ryukyus in Japan. The focus is on teachers and new speakers in an endangered language community. The following two questions are examined: (1) What kinds of problems do teachers and learners encounter in language revitalisation of the Yaeyaman language? (2) What kind of teaching practices exist in the Yaeyaman language communities? Using linguistic ethnography within the framework of indigenous research methodology to examine ILA regarding the Yaeyaman language, the paper demonstrates the aspects of inhibition in ILA. I identified four components that impede language learning of new speakers in the community: (1) indigenous teachers' lack of professional self-esteem, (2) lack of awareness of traditional speakers' rich linguistic knowledge, (3) marginalised community-based language policies, and (4) a problematic relation between gender roles and language. I locate these phenomena within the larger issues of ILA theory, also drawing from existing Second Language Acquisition (SLA) theories. The paper concludes with proposals for reframing ILA theory to empower the entire target language community by focusing on diversity within indigenous language communities.

中文翻译：

---

从内部构筑土著语言习俗：学习和教授Yaeyaman语言的经验

摘要本文研究了与日本琉球说的本土Yaeyaman语言有关的本土语言习得（ILA）。重点是濒临灭绝的语言社区中的老师和新演讲者。研究了以下两个问题：（1）教师和学习者在Yaeyaman语言的语言复兴中遇到哪些问题？（2）Yaeyaman语言社区中存在哪些教学实践？在土著研究方法框架内使用语言人种志来检查有关Yaeyaman语言的ILA，该论文演示了ILA抑制的各个方面。我确定了阻碍社区新演讲者学习语言的四个因素：（1）土著教师缺乏专业自尊心，（2）对传统演讲者的认识缺乏 丰富的语言知识，（3）边缘化的基于社区的语言政策，以及（4）性别角色和语言之间的问题关系。我将这些现象定位在ILA理论的较大问题中，也借鉴了现有的第二语言习得（SLA）理论。本文最后提出了一些建议，旨在通过关注土著语言社区中的多样性来改革ILA理论，以增强整个目标语言社区的能力。