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. Anompa'at tibi' kolofa' chohmittook. Ittonchololit ishtayattook. 2007aash po̲minko' Bill Anoatubbyat Chickasaw Language Revitalization Program ikbittook. Sipóngni', anompa' shaali' cho'maat ibaatoksalit ishtayattook. Chikashsha alhihaat Chikashshanompa' anompoli katihma. Pomanompaat bílli'yacha bílli'ya. This Chronicle, written in both Chikashshanompa' (Chickasaw language) and English, reflects on the efforts of Chikashsha okla (Chickasaw people) to reclaim and revitalize Chikashshanompa'. Over time and for a variety of reasons—including Removal, English-only schooling, intermarriage with non-Chikashsha, and economic depression—many people stopped speaking Chikashshanompa'. Still, those who cared deeply for the language tended to it, making it possible for future generations to learn and to speak Chikashshanompa'. Because of the Chikashshanompa' revitalization and reclamation work, undertaken by many, Chikashsha alhihaat Chikashshanompa' anompoli katihma—Chickasaws are still speaking Chickasaw.Ye

Chikashshaat asilhlhat holissochi [Chickasaws are asking and writing]: Enacting Indigenous protocols in academic research and writing

As Chikashsha [Chickasaw] scholars and Chikashshanompa' shaali' [Chickasaw language learners/carriers], we utilize a dialogic and autoethnographic approach to explore the continuance between ancestral and community protocols for research. An account of the Chickasaw Nation’s language revitalization efforts is followed by a discussion of how Indigenous scholars engage in the writing of Indigenous research, with an emphasis on writing about language and culture revitalization. Focusing on our experiences writing our master’s theses and dissertations, we discuss how we enacted Chikashsha asilhlha [asking in a Chickasaw way] and Chikashsha holissochi [writing in a Chikashsha way]. Arguing that Indigenous research methodologies should account for all stages of the research process, including writing for dissemination, we contribute to a growing body of scholarship which centers Indigenous protocols for sharing knowledge and has important implications for researchers who work at the nexus of academic institutions and communities.Ye

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) relational epistemologies in which people are related to one another, the land, the spirits, and to the language itself. Our reflections on relationality in RSC are guided by the following questions: What relationships are required to create an online Indigenous language course? How do people create and strengthen relationships in online education spaces? How can online language work be re-emplaced in off-line relationships? Sharing examples from RSC, we consider relationality in video, audio, images, written instruction, and assessment. We conclude by returning to our guiding questions, offering our reflections and encouragement to others who may undertake similar work.National Foreign Language Resource Cente