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Child language development: Questions and answers for Indigenous language nests
This paper discusses foundational aspects of child language development for the benefit of language nests, which are immersion-based Indigenous language revitalization programs for children from birth through around age five. Our review of child language development research is guided by eight key questions that focus on: 1) when children begin…
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Relationality in online Indigenous language courses
This article considers ways Indigenous Peoples enact relational epistemologies in online Indigenous language courses which support Indigenous language education. We give an overview of popular platforms and their key features, including audio, images, video, text-based instruction, and assessment. Based on our reviews of Indigenous language courses, we discuss how course…
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Orthography choice in Indigenous language CALL courses
For many Indigenous Nations and organizations, computer-assisted language learning (CALL) courses have become an effective means to support Indigenous language revitalization and reclamation (ILR) efforts. Engaging a methodology of storywork and highlighting relationships between relevant fields of ILR, CALL, and applied linguistics, this article focuses on orthography choice and use…
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Perspectives on relationality in online Indigenous language learning
This study focuses on perspectives and experiences of Indigenous community members who have either created or are in the process of creating computer-assisted language learning courses for Indigenous languages and how these community members center relationality in the creation of the courses. We engaged a decolonizing and relational methodology to…
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Creating online Indigenous language courses as decolonizing praxis
This article shares a participatory action research project about the use of technology, specifically online Indigenous language courses, to learn and teach Indigenous languages. The research collaborators are the NEȾOLṈEW̱ ‘one mind, one people’ Partnership, 7000 Languages, and two Indigenous Partners who have created courses with 7000 Languages: the Hase’…
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Centering relationality in online Indigenous language learning: Reflecting on the creation and use of Rosetta Stone Chickasaw
Drawing on the authors’ experiences developing Rosetta Stone Chickasaw (RSC), an asynchronous online Chikashshanompa’ (Chickasaw language) course, this article shares examples of how relationality is enacted in online Indigenous language learning. We discuss the RSC interface and ways that it created opportunities and barriers to centering Indigenous and Chikasha (Chickasaw)…
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Persistence in Indigenous language work during the COVID-19 pandemic
Through the COVID-19 pandemic, Indigenous communities have persisted in Indigenous language revitalization and reclamation efforts. This research utilized a scan of social media, a survey, and interviews, conducted in the summer and fall of 2020 and primarily focused on Canada, to explore: What shifts to support Indigenous language work occurred…
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Chikashsha alhihaat Chikashshanompa’ anompoli katihma: Chickasaws are still speaking Chikashshanompa’
Holisso mako̲ anompa toklo’ ishtiiholissochitok, Chikashshanompa’ micha Naahollimanompa’. Hopaakikaash Chikashsha mó̲ma’at i̲yaakni’ sipokni’ áyya’shattook. 1837aash Naahollo i̲naalhpisa’at pomokloshi’ wihat kanallichittook. Pomokloshaat Hattak Api’ma’ I̲yaakni’ onat tahattook. Pomanompa’at impállaminattookookya kaniya’ookya iláyya’shakmat Chikashsha ilittimanompohó̲li katihma. Chikashsha alhihaat ittimanompoli aaissa ki’yokittook. Chikashsha sipóngni’at imanompa’ imaabahánchi bíyyi’kanattook. Mako’no imaabahánchi katihma. Pomanompa’at ikshoka’chi imahoobookya ki’yokittook.…
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Sustaining and revitalizing Indigenous languages in Oklahoma public schools: Educational sovereignty in language policy and planning
As Indigenous scholars committed to Indigenous education in Oklahoma, we use a decolonizing approach to consider how the 39 Indigenous Nations in Oklahoma assert educational sovereignty to sustain Indigenous high school students’ linguistic and cultural identities. Seeking to promote education models that sustain and revitalize Indigenous languages, we ask: 1)…
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#KeepOurLanguagesStrong: Indigenous language revitalization on social media during the early COVID-19 pandemic
Indigenous communities, organizations, and individuals work tirelessly to #KeepOurLanguagesStrong. The COVID-19 pandemic was potentially detrimental to Indigenous language revitalization (ILR) as this mostly in-person work shifted online. This article shares findings from an analysis of public social media posts, dated March through July 2020 and primarily from Canada and the…