Undergraduate:

1. What are three ideas for increasing interest in learning Chikashshanompa’?
2. What are your attitudes about language programs? Do you consider the learning programs to be a “token effort” or a real move toward fluency?
3. How can you make connections with fluent speakers?
4. What programs have been offered by other tribes to increase fluency? How successful have those been?  Do you think those would be effective for Chikashshanompa’? Why or why not?
5. What are the three tribal groups in the US with the largest number of fluent speakers? Why do you think those tribes have been able to keep so many fluent speakers?

Graduate:

1. How can tribes reverse the damage to Chikashshanompa’ caused by the boarding school era?
2. What have been the historical attitudes towards language preservation? How are those attitudes the same or different when compared to attitudes of today?
3. What are three compelling reasons to keep Chikashshanompa’ alive and thriving?
4. What role, if any, does a tribal language play in tribal identity? Can a person be considered a tribal member if they do not know their language?  Why or why not?
5. Looking at tribes with thriving language programs and revitalization efforts, what have been the benefits of such programs to tribal members?