Kari A. B. Chew, PhD. https://ithana.org/ Indigenous Language Education Consultant Wed, 24 Dec 2025 15:18:36 +0000 en-US hourly 1 https://wordpress.org/?v=7.1.3 https://ithana.org/wp-content/uploads/2023/01/ithana-logo-blue-75x75.png Kari A. B. Chew, PhD. https://ithana.org/ 32 32 Asoshiitiik (forthcoming) https://ithana.org/chapter/asoshiittiik/ Sat, 29 Nov 2025 14:07:00 +0000 https://ithana.org/?p=762 “The work that is closest to my heart is bringing the language back into my home and using it with my family.” Chew, K. A. B. (forthcoming). Asoshiitiik. In B. Brayboy, A. Marin, A. Craig, M. Villegas, K. Kawaiʻaeʻa, L. T. Smith (Eds.), Across lands and waters: Storying the future of Indigenous education. The New Press.

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]]> “The work that is closest to my heart is bringing the language back into my home and using it with my family.”

Chew, K. A. B. (forthcoming). Asoshiitiik. In B. Brayboy, A. Marin, A. Craig, M. Villegas, K. Kawaiʻaeʻa, L. T. Smith (Eds.), Across lands and waters: Storying the future of Indigenous education. The New Press.

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]]> Child language development: Questions and answers for Indigenous language nests https://ithana.org/article/child-language-development/ Sat, 08 Nov 2025 22:15:22 +0000 https://ithana.org/?p=784 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 to learn their first language(s), 2) the importance of amount of language input, 3) whether the type of language input matters, 4) milestones in language development, 5) variation among children, 6) if speaking another language is a problem, 7) bilingual language development, and 8) children with speech and language difficulties. Our responses draw from the scientific literature across fields such as child language development, linguistics, early childhood education, cognitive science, and psychology. After summarizing the research, we offer some suggestions and considerations for language nests based on the research. Ultimately, the goal of the article is to provide a useful resource that identifies key findings in child language development research in order to support families, educators, researchers, and communities working to establish and sustain language nests Shin, N., Chew, K. A. B. Chew, Henke, R. E., Kirk-Lente, M., Khalsa, A. L., Jacobson, K., Irizarry-Pérez, C., Allen, S. E. M., & Chee, M. R. (2025). Child language development: Questions and answers for Indigenous language nests. In A. Skilton, R. E. Henke, and M. R. Chee (Eds.), Bridging child language research to practice for Indigenous language revitalization. Language Documentation & Conservation Special (30), 145–186. https://hdl.handle.net/10125/74826

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]]> 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 to learn their first language(s), 2) the importance of amount of language input, 3) whether the type of language input matters, 4) milestones in language development, 5) variation among children, 6) if speaking another language is a problem, 7) bilingual language development, and 8) children with speech and language difficulties. Our responses draw from the scientific literature across fields such as child language development, linguistics, early childhood education, cognitive science, and psychology. After summarizing the research, we offer some suggestions and considerations for language nests based on the research. Ultimately, the goal of the article is to provide a useful resource that identifies key findings in child language development research in order to support families, educators, researchers, and communities working to establish and sustain language nests

Shin, N., Chew, K. A. B. Chew, Henke, R. E., Kirk-Lente, M., Khalsa, A. L., Jacobson, K., Irizarry-Pérez, C., Allen, S. E. M., & Chee, M. R. (2025). Child language development: Questions and answers for Indigenous language nests. In A. Skilton, R. E. Henke, and M. R. Chee (Eds.), Bridging child language research to practice for Indigenous language revitalization. Language Documentation & Conservation Special (30), 145–186. https://hdl.handle.net/10125/74826

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]]> Relationality in online Indigenous language courses https://ithana.org/article/relationality-in-online-indigenous-language-courses/ Tue, 01 Apr 2025 23:53:00 +0000 https://ithana.org/?p=583 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 creators used these features to enact relational epistemologies. Audio represented the voices of learners and speakers across generations. Images, whether photographs or graphics, offered visual representations of community life and cultural teachings. Videos showed interactions between community members engaged in cultural activities and shared stories. Text-based instruction wove together grammar teaching with culture. Some communities have also pushed against the rigid conventions of formal assessment to prepare learners through culturally appropriate measures. Through the intentional use of the course features, community-led Indigenous language courses are centering relational epistemologies and decolonizing digital language learning spaces.   Chew, K. A. B., & Tennell, C. (2025). Relationality in online Indigenous language courses. Diaspora, Indigenous, and Minority Education (19)2, 108–125. https://doi.org/10.1080/15595692.2023.2254874 [post-print version]

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]]> 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 creators used these features to enact relational epistemologies. Audio represented the voices of learners and speakers across generations. Images, whether photographs or graphics, offered visual representations of community life and cultural teachings. Videos showed interactions between community members engaged in cultural activities and shared stories. Text-based instruction wove together grammar teaching with culture. Some communities have also pushed against the rigid conventions of formal assessment to prepare learners through culturally appropriate measures. Through the intentional use of the course features, community-led Indigenous language courses are centering relational epistemologies and decolonizing digital language learning spaces.  

Chew, K. A. B., & Tennell, C. (2025). Relationality in online Indigenous language courses. Diaspora, Indigenous, and Minority Education (19)2, 108–125. https://doi.org/10.1080/15595692.2023.2254874 [post-print version]

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]]> Orthography choice in Indigenous language CALL courses https://ithana.org/article/orthography-choice/ Sat, 22 Feb 2025 14:54:21 +0000 https://ithana.org/?p=748 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 in Indigenous language CALL courses. As contributors to three North American Indigenous language courses⁠—Chikashshanompa’ (Chickasaw) on Rosetta Stone, Kwak̓wala on 7000 Languages, and Southern Michif for Beginners on 7000 Languages, we offer reflections on community-led processes which addressed tensions and challenges in representing written language in CALL courses. Through reflections, we illuminate the complexity of orthography choice and use in Indigenous language CALL courses and share strategies with others creating their own Indigenous language courses. Dormer, J., Chew, K. A. B., Child, C., Child, S., Hinson, J. D. (Lokosh), Morgan, J., Sammons, O., & Souter, H. (2024). Orthography choice in Indigenous language CALL courses. Canadian Journal of Applied Linguistics, 27(2), 85–111. https://journals.lib.unb.ca/index.php/CJAL/article/view/33397/1882530267

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]]> 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 in Indigenous language CALL courses. As contributors to three North American Indigenous language courses⁠—Chikashshanompa’ (Chickasaw) on Rosetta Stone, Kwak̓wala on 7000 Languages, and Southern Michif for Beginners on 7000 Languages, we offer reflections on community-led processes which addressed tensions and challenges in representing written language in CALL courses. Through reflections, we illuminate the complexity of orthography choice and use in Indigenous language CALL courses and share strategies with others creating their own Indigenous language courses.

Dormer, J., Chew, K. A. B., Child, C., Child, S., Hinson, J. D. (Lokosh), Morgan, J., Sammons, O., & Souter, H. (2024). Orthography choice in Indigenous language CALL courses. Canadian Journal of Applied Linguistics, 27(2), 85–111. https://journals.lib.unb.ca/index.php/CJAL/article/view/33397/1882530267

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]]> Perspectives on relationality in online Indigenous language learning https://ithana.org/article/online-indigenous-language-learning/ Sat, 27 Jul 2024 13:21:08 +0000 https://ithana.org/?p=737 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 document Indigenous language courses and co-create knowledge with Indigenous language course creators. We conducted qualitative interviews with creators of 11 asynchronous Indigenous language computer-assisted language learning courses to learn how these creators enact relationality and cultural values in online language courses. From analysis of these interviews, five key themes emerged related to: (a) language planning; (b) partnering with technology providers; (c) Indigenous expertise; (d) decolonizing praxis; and (e) relational epistemologies. The researchers share ways that communities can center relational epistemologies when creating their own computer-assisted language learning courses. Tennell, C., & Chew, K. A. B. (2024). Perspectives on relationality in online Indigenous language learning. AlterNative, 20(3), 512–520. https://doi.org/10.1177/11771801241261699 [post-print version]

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]]> 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 document Indigenous language courses and co-create knowledge with Indigenous language course creators. We conducted qualitative interviews with creators of 11 asynchronous Indigenous language computer-assisted language learning courses to learn how these creators enact relationality and cultural values in online language courses. From analysis of these interviews, five key themes emerged related to: (a) language planning; (b) partnering with technology providers; (c) Indigenous expertise; (d) decolonizing praxis; and (e) relational epistemologies. The researchers share ways that communities can center relational epistemologies when creating their own computer-assisted language learning courses.

Tennell, C., & Chew, K. A. B. (2024). Perspectives on relationality in online Indigenous language learning. AlterNative, 20(3), 512–520. https://doi.org/10.1177/11771801241261699 [post-print version]

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]]> Creating online Indigenous language courses as decolonizing praxis https://ithana.org/article/courses-decolonizing-praxis/ Wed, 21 Dec 2022 00:57:00 +0000 https://ithana.org/?p=453 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’ Language Revitalization Society and the Prairies to Woodlands Indigenous Language Revitalization Circle (P2WILRC). Together we consider 1) how Indigenous Nations and organizations create and implement online courses for their languages and 2) what community-led interventions could make these efforts more effective. We position our work together as decolonizing and transformative praxis toward the continuance of Kwak̓wala, Michif, and other Indigenous languages. Chew, K. A. B., Child, S., Dormer, J., Little, A., Sammons, O., & Souter, H. (2023). Creating online Indigenous language courses as decolonizing praxis. The Canadian Modern Language Review, 79(3), 181–203. https://doi.org/10.3138/cmlr-2021-0080 [post-print version]

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]]> 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’ Language Revitalization Society and the Prairies to Woodlands Indigenous Language Revitalization Circle (P2WILRC). Together we consider 1) how Indigenous Nations and organizations create and implement online courses for their languages and 2) what community-led interventions could make these efforts more effective. We position our work together as decolonizing and transformative praxis toward the continuance of Kwak̓wala, Michif, and other Indigenous languages.

Chew, K. A. B., Child, S., Dormer, J., Little, A., Sammons, O., & Souter, H. (2023). Creating online Indigenous language courses as decolonizing praxis. The Canadian Modern Language Review, 79(3), 181–203. https://doi.org/10.3138/cmlr-2021-0080 [post-print version]

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]]> Decolonizing Indigenous language pedagogies: Additional language learning and teaching https://ithana.org/chapter/decolonizing-indigenous-language-pedagogies/ Tue, 20 Dec 2022 18:09:00 +0000 https://ithana.org/?p=253 Given the experiences of colonization common to North American Indigenous communities, people learn Indigenous languages in situations with multiple layers of removal: communities from land; relations from intergenerational continuity; and grammar from real communicative contexts, places, and spirituality. Indigenous languages are often taught in ways inscribed by norms and assumptions associated with dominant language pedagogies, which can further these removals by reproducing colonial power dynamics. Considering current research and examples within the decolonial framework of language reclamation, which emphasizes community needs and values as the starting point for developing language work, we discuss how Indigenous language pedagogies can reflect Indigenous knowledge systems and nurture wellbeing. Engaging decolonization as a guiding principle, we shift away from normative Second Language Acquisition models, which can be incongruent with the aspirations of Indigenous communities for their languages, and instead employ a framework of additional language learning. We provide an overview of pedagogical strategies for Indigenous language reclamation and discuss how they can be implemented to create and sustain spaces and opportunities for people and languages to flourish. Chew, K. A. B., Leonard, W. Y., & Rosenblum, D. (2023). Decolonizing Indigenous language pedagogies: Additional language learning and teaching. In J. Carmen, M. Mithun, & K. Rice (Eds.), Handbook of languages and linguistics of North America (pp. 767–788). Mouton de Gruyter. https://doi.org/10.1515/9783110712742-034 [post-print version]

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]]> Given the experiences of colonization common to North American Indigenous communities, people learn Indigenous languages in situations with multiple layers of removal: communities from land; relations from intergenerational continuity; and grammar from real communicative contexts, places, and spirituality. Indigenous languages are often taught in ways inscribed by norms and assumptions associated with dominant language pedagogies, which can further these removals by reproducing colonial power dynamics. Considering current research and examples within the decolonial framework of language reclamation, which emphasizes community needs and values as the starting point for developing language work, we discuss how Indigenous language pedagogies can reflect Indigenous knowledge systems and nurture wellbeing. Engaging decolonization as a guiding principle, we shift away from normative Second Language Acquisition models, which can be incongruent with the aspirations of Indigenous communities for their languages, and instead employ a framework of additional language learning. We provide an overview of pedagogical strategies for Indigenous language reclamation and discuss how they can be implemented to create and sustain spaces and opportunities for people and languages to flourish.

Chew, K. A. B., Leonard, W. Y., & Rosenblum, D. (2023). Decolonizing Indigenous language pedagogies: Additional language learning and teaching. In J. Carmen, M. Mithun, & K. Rice (Eds.), Handbook of languages and linguistics of North America (pp. 767–788). Mouton de Gruyter. https://doi.org/10.1515/9783110712742-034 [post-print version]

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]]> Chikashshanompaat bílli’ya: The Chickasaw language is forever https://ithana.org/chapter/chickasaw-language-is-forever/ Mon, 19 Dec 2022 01:35:04 +0000 https://ithana.org/?p=203 Drawing on research with Chickasaw citizens committed to Chikashshanompa’ (Chickasaw language) reclamation work, this chapter focuses on how Chikashshanompa’ learners and teachers engage in nation-building as they work to ensure the continuance of Chikashshanompa’ for future generations. Complementing Michelle Cooke’s chapter about teaching university Chickasaw language courses, I draw upon findings of 5 years of research during 2010–2015 with Chickasaws committed to learning, teaching, and actively using Chikashshanompa’. Together, we dedicate our chapters to the life’s work of Jerry Imotichey (1938–2016)—Michelle’s co-instructor and a language teacher to both of us. Jerry passed on in 2016, having inspired many with his love for his first language and passion for teaching others. Chew, K. A. B. (2022). Chikashshanompaat bílli’ya: The Chickasaw language is forever. In J. Garcia, V. Shirley, and H. Kulago (Eds.), Indigenizing education: Transformative theories and possibilities in Indigenous communities America (pp. 105–120). Information Age Publishing. [post-print version]

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]]> Drawing on research with Chickasaw citizens committed to Chikashshanompa’ (Chickasaw language) reclamation work, this chapter focuses on how Chikashshanompa’ learners and teachers engage in nation-building as they work to ensure the continuance of Chikashshanompa’ for future generations. Complementing Michelle Cooke’s chapter about teaching university Chickasaw language courses, I draw upon findings of 5 years of research during 2010–2015 with Chickasaws committed to learning, teaching, and actively using Chikashshanompa’. Together, we dedicate our chapters to the life’s work of Jerry Imotichey (1938–2016)—Michelle’s co-instructor and a language teacher to both of us. Jerry passed on in 2016, having inspired many with his love for his first language and passion for teaching others.

Chew, K. A. B. (2022). Chikashshanompaat bílli’ya: The Chickasaw language is forever. In J. Garcia, V. Shirley, and H. Kulago (Eds.), Indigenizing education: Transformative theories and possibilities in Indigenous communities America (pp. 105–120). Information Age Publishing. [post-print version]

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]]> Learning in relation: A guide to creating online Indigenous language courses https://ithana.org/guide/learning-in-relation-guide/ Mon, 19 Dec 2022 01:10:00 +0000 https://ithana.org/?p=575 This guide is an outcome of two-years of research about how Indigenous Peoples plan and create Indigenous language courses. Of focus is how these courses center relational epistemologies to support Indigenous language revitalization and reclamation. This guide is intended to support Indigenous Nations, communities, and organizations plan and create online Indigenous language courses that center Indigenous ways of knowing and being. Chew, K. A. B. (Ed.). (2022). Learning in relation: A guide to creating online Indigenous language courses that center Indigenous ways of knowing and being. http://hdl.handle.net/1828/14403

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]]>

This guide is an outcome of two-years of research about how Indigenous Peoples plan and create Indigenous language courses. Of focus is how these courses center relational epistemologies to support Indigenous language revitalization and reclamation. This guide is intended to support Indigenous Nations, communities, and organizations plan and create online Indigenous language courses that center Indigenous ways of knowing and being.

Chew, K. A. B. (Ed.). (2022). Learning in relation: A guide to creating online Indigenous language courses that center Indigenous ways of knowing and being. http://hdl.handle.net/1828/14403

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]]> Creating Online Indigenous Language Courses: Video Series https://ithana.org/video/creating-online-indigenous-language-courses-video-series/ Mon, 19 Dec 2022 01:01:00 +0000 https://ithana.org/?p=579 Indigenous language revitalization and reclamation movements connect Indigenous Nations and organizations working to support the teaching and learning of ancestral languages. Many Indigenous language learning and teaching efforts focus on home, school, and community settings, but also important are virtual spaces. These short videos provide some information to help those who are considering creating online courses for their languages. The creators of this series were part of a participatory action research project between the NEȾOLṈEW̱ “one mind, one people” Partnership, 7000 Languages, Hase’ Language Revitalization Society, and the Prairies to Woodlands Indigenous Language Revitalization Circle. Introduction Chew, K. A. B., Child, S., Sammons, O., & Souter, H. (2022, November). Creating online Indigenous language courses: Introduction [Video]. https://youtu.be/sYlwFLgtgG0 Consider Different Platforms Chew, K. A. B., Child, S., Sammons, O., & Souter, H. (2022, November). Creating online Indigenous language courses: Consider different platforms [Video]. https://youtu.be/e1pmPUor5HA Benefits to the Community Chew, K. A. B., Child, S., Sammons, O., & Souter, H. (2022, November). Creating online Indigenous language courses: Benefits to the community [Video]. https://youtu.be/WW-nNtgHwr4 Creating and Sharing the Course Chew, K. A. B., Child, S., Sammons, O., & Souter, H. (2022, November). Creating online Indigenous language courses: Creating and sharing the course [Video]. https://youtu.be/Uq-wdll5YSY

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]]> Indigenous language revitalization and reclamation movements connect Indigenous Nations and organizations working to support the teaching and learning of ancestral languages. Many Indigenous language learning and teaching efforts focus on home, school, and community settings, but also important are virtual spaces. These short videos provide some information to help those who are considering creating online courses for their languages.

The creators of this series were part of a participatory action research project between the NEȾOLṈEW̱ “one mind, one people” Partnership, 7000 Languages, Hase’ Language Revitalization Society, and the Prairies to Woodlands Indigenous Language Revitalization Circle.

Introduction

Chew, K. A. B., Child, S., Sammons, O., & Souter, H. (2022, November). Creating online Indigenous language courses: Introduction [Video]. https://youtu.be/sYlwFLgtgG0

Consider Different Platforms

Chew, K. A. B., Child, S., Sammons, O., & Souter, H. (2022, November). Creating online Indigenous language courses: Consider different platforms [Video]. https://youtu.be/e1pmPUor5HA

Benefits to the Community

Chew, K. A. B., Child, S., Sammons, O., & Souter, H. (2022, November). Creating online Indigenous language courses: Benefits to the community [Video]. https://youtu.be/WW-nNtgHwr4

Creating and Sharing the Course

Chew, K. A. B., Child, S., Sammons, O., & Souter, H. (2022, November). Creating online Indigenous language courses: Creating and sharing the course [Video]. https://youtu.be/Uq-wdll5YSY

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