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Please tell us about your research project.  

This research focuses on analyzing understudied markers, ka-, kaa-, ta-, taa- in Southern Michif, also known as Heritage Michif and Michif. Previously, these markers have been cited as markers of focus, content questions or relative clauses (Kitaoka & Strader 2016). However, amongst learners it is apparent that first language (L1) speakers use these markers differently than previously discussed. Instead, they seem to also mark features of tense, aspect, and modality (TAM). Therefore, as our language revitalization efforts continue in growing the numbers of second language (L2) learners, the acquisition of these markers continues to present a challenge. Therefore, this work seeks to document the current uses of these markers, analyze their distribution and inventory, and create an accessible resource on this topic to support L2 learners in advancing their proficiency. Métis methodologies wahkotowin, kinship, and kiyokewin, gathering and visiting (Flaminio 2013; Flaminio et al. 2020) will guide this research, while building on my longstanding relationships with both the L1 speaker and L2 learner communities.  

What was the inspiration behind your research topic?

This research was inspired by my experiences as an L2 learner of Southern Michif. These markers are used frequently by speakers and while there do exist some resources such as dictionaries and apps to explain their definitions, it is not always in alignment with how L1 speakers actually use them. Therefore, since our language is in such a critical stage and we are actively in the process of growing our numbers of adult, L2 speakers, it is important that we are able to grow our current understandings and insights on the uses of these markers. Ultimately, my goal is to support my community and our learners with this research to continue the reclamation, revitalization, and strengthening of the Southern Michif language.