Dr. Adam Stone, Postdoctoral Fellow (2022-2024)

Adam Stone is an English Settler and Jewish, born on the shores of the Pasapikahigani Zibi (Rideau River) that flows through the unceded and unsurrendered territory of the Algonquin People where Ottawa currently stands. He completed a Doctorate in Applied Linguistics and Discourse Studies at Carleton University in 2020. His doctoral research focused on developing a systematic way of understanding the contexts and techniques involved in making maps of the world’s languages and parts of language, and in the following two years worked as a Research Associate with the Geomatics and Cartographic Research Centre at Carleton University in Ottawa.

Adam has been a part of the NEȾOLṈEW̱ Research Assistant team for over the past 5 years and is excited and grateful to shift his role to post-doctoral fellow. In his ongoing journey with NEȾOLṈEW̱, Adam looks forward to continuing to support Indigenous language educators, researchers, and activists, while also leading the NEȾOLṈEW̱ Indigenous Language Learning Atlas (NILLA) to completion.



Stone, A., & Anonby, E. J. (2019). Cybercartography in Indigenous language education. In D. R. F. Taylor, E. Anonby, & K. Murasugi (Eds.), Further developments in the theory and practice of cybercartography (pp. 441–460). Elsevier.


Anonby, E., Taheri-Ardali, M., & Stone, A. (2022). Toward a picture of Chahar Mahal va Bakhtiari Province, Iran, as a linguistic area. Journal of Linguistic Geography, 1–36.


Stone, A. (2018). Mapping experience: Age and indigeneity as mediating factors in users’ experiences with the Algonquian Linguistic Atlas. Cartographica: The International Journal for Geographic Information and Geovisualization, 53(4), 229–240.


Taheri-Ardali, M., Anonby, E. J., Hayes, A., Stone, A., et al. (2021). The Online Atlas of the Languages of Iran: Design, Methodology and Initial Results. Language Related Research, 12(2), 231–290.


Stone, A. (2018). A typology for understanding and evaluating maps of Indigenous languages. In S. Drude, N. Ostler & M. Moser (Eds.), Endangered languages and the land: Mapping landscapes of multilingualism, Proceedings of FEL XXII/2018 (Reykjavík, Iceland), 19–25. FEL & EL Publishing.


Stone, A. (2020). Expanding our understanding of language mapping (Doctoral Dissertation, Carleton University).

Dr. Kari A. B. Chew, Postdoctoral Fellow (2018-2020)

Dr. Kari A. B. Chew is a citizen of the Chickasaw Nation. Her scholarship focuses on the motivations and experiences of adult additional language learners who are reclaiming their Indigenous heritage languages. Dr. Chew earned her Doctorate in Language, Reading, and Culture from the University of Arizona in 2016 and she is now an Assistant Professor in Indigenous Education at the University of Oklahoma.

Her current research focuses on adult Indigenous language learners, Indigenous language curriculum, and the role of technology in Indigenous language education (e.g. by connecting learners who live outside their communities to their languages).

While her Postdoc Fellowship concluded in the summer of 2020, she remains involved with the NEȾOLṈEW̱ Partnership as a collaborator. She also is a co-investigator on the SSHRC Connection Grant project “Exploring Innovative and Successful Adult Language Learning Methods in Canadian and US Indigenous Communities” (2018-2021).

Chew, K.A.B. , Anthony-Stevens, V., LeClair-Diaz, A., Nicholas, S.E., Sobotta, A. & Stevens, P. (2019). Enacting Indigenous Language and Cultural Reclamation across Geographies and Positionalities. Transmotion, 5(1), 132-151.
URI: http://hdl.handle.net/1828/10977


Chew, K.A.B. (2019). Weaving Words: Conceptualizing Language Reclamation through a Culturally-Significant Metaphor. Canadian Journal of Native Education, 41(1).
URI: http://hdl.handle.net/1828/10962


McCarty, T.L., Nicholas, S.E., Chew, K.A.B., Diaz, N.G., Leonard, W.Y. & White, L. (2018). Hear Our Languages, Hear Our Voices: Storywork as Theory and Praxis in Indigenous-Language Reclamation. Daedalus: Journal of the American Academy of Arts & Sciences, 147(2), 160 -17 2.
URI: http://hdl.handle.net/1828/10964


Chew, K.A.B. & Anthony-Stevens, V. (2017). Teaching from a Place of Hope in Indigenous Education. Anthropology News, 58(2). e265-e269.
URI: http://hdl.handle.net/1828/10728


Chew, K.A.B. (2015). Family at the Heart of Chickasaw Language Reclamation. The American Indian Quarterly, 39(2), 154-179.
URI: http://hdl.handle.net/1828/10730


Chew, K.A.B., Hicks, N. & Keliia, C. (2015). Claiming Space: An Autoethnographic Study of Indigenous Graduate Students Engaged in Language Reclamation. International Journal of Multicultural Education, 17(2), 73 -91.
URI: http://hdl.handle.net/1828/10729


Chew, K., Keliiaa, K. & Hicks, N. (2015, March). Studying Indigenous Heritage Languages at Universities: A Collaborative Autoethnography. Paper presented at the 4th International Conference on Language Documentation and Conservation (ICLDC).
URI: http://hdl.handle.net/1828/10731

Alexandria (Alex) Carter, Projects Manager

Alex Carter is a settler of English, Italian and German ancestry, born and raised in Tkaronto on many Nations’ traditional territories, including the Mississaugas of the Credit, the Anishinaabe, the Chippewa, the Haudenosaunee, and the Wendat peoples. Alex completed a M.A. in Cultural Analysis and Social Theory in 2021, focusing her research on cultural appropriation, systemic racism, and material manifestations of neocolonialism that permeate Canada’s national mythology. Since then, she has traveled west and is now a grateful visitor on W̱SÁNEĆ and lək̓ʷəŋən territories in Victoria. Alex is passionate about decolonization work and is delighted to fulfill the role as the NEȾOLṈEW̱ and President’s Chair Projects Manager.


Nicki Benson, Research Coordinator

Nicki Benson was born and raised on Sḵwx̱wú7mesh, səl̓ilwətaɁɬ, and xʷməθkʷəy̓əm territories in Vancouver and currently lives on W̱SÁNEĆ and Lekwungen territories in Victoria. She has an M.A. in Language Education, and worked for over a decade as a language teacher before turning her focus to research and consulting to support Indigenous language revitalization. Nicki is a PhD candidate in Education at UVic where her research explores strategies for taking Indigenous languages to advanced levels of proficiency. Nicki is an advanced second language speaker of Spanish and is working on passing Spanish on to her two young daughters as their first language. Nicki has worked with NEȾOLṈEW̱ since 2018, and is currently the Research Coordinator for NILLA, the NEȾOLṈEW̱ Indigenous Language Learning Atlas.


Kanen’tó:kon Hemlock, Research Coordinator

Kanien’kehá:ka from Kahnawà:ke, Bear Clan.

Currently working toward PhD at University of Hilo in Language and Culture Revitalization. He is a Research Coordinator for the Covid-19 impacts on Language revitalization project and the 7000 Languages project.


Jackie Dormer, Research Coordinator

Jackie Dormer is of Michif, German, Irish, and Polish ancestry and grew up in Treaty 1 Territory and the homeland of the Metis Nation (Winnipeg, MB). She received a Bachelor’s degree in Linguistics from the University of Manitoba and is now working towards a degree in Native Studies. She is currently supporting a collaborative research effort led by Dr. Kari Chew and 7000 Languages, along with community partners, Hase’ Language Revitalization Society and Prairies to Woodlands Indigenous Language Revitalization Circle. Their research focuses on how Indigenous communities utilize computer assisted language learning technology.


Robyn Giffen, Research Coordinator

Robyn Giffen is of German and English ancestry and grew up on and recently returned to Treaty 7 territory in Calgary, AB. However, she spent most of her adult life in Kelowna, BC, living, studying, and working on the unceded and ancestral territory of the Sylix and Secwepemc people. She now lives as grateful settler on the traditional territory of the Lekwungen peoples. Robyn has an M.A. from the University of British Columbia specializing in Linguistic Anthropology and has worked on Indigenous language revitalization projects in Ghana, Alaska, and British Columbia. Robyn is currently a PhD student in Education at UVIC, focusing on Indigenous language learning assessment. As a NEȾOLṈEW̱ Research Coordinator, Robyn currently oversees the social media portfolio and will be taking up coordination of the Assessment Theme.


Jacob Manatowa-Bailey, Research Assistant

Jacob Manatowa-Bailey (Sauk) was the founding Director of the Sauk Language Department (SLD) for the Sac and Fox Nation of Oklahoma (2005-2016).  He is currently the coordinator of MICA’s Next Steps Project providing planning assistance to language revitalization programs.  Concurrently, he is a doctoral student at the University of Victoria with a research interest in reflective practice within the field of Indigenous Language Revitalization.


Nicole Goodstriker Clayton, Administrative Assistant

Oki, my name is Nicole Goodstriker Clayton and I am a member of the Kainai Blood Reserve. I was raised in Calgary, Alberta on Treaty 7 land. My educational path has been in Business and Psychology, leading to exceptional skills in organization, planning, graphic design and administration.

I am the Administrative Assistant for the NEȾOLṈEW̱ ‘one mind, one people’ SSHRC Partnership Grant and the President’s Research Chair in Indigenous Education at the University of Victoria. I look forward to continuing my learning journey here in Lekwungen and SENĆOŦEN speaking territories.


Acknowledgment of previous team members

Many wonderful people have contributed to the work of NEȾOLṈEW̱ over the years. They are (in alphabetical order of last name):

Adar Anisman, Carolyn Belleau, Emily Comeau, Nicole Davies, Tehota’kerá:ton (Dr. Jeremy D. Green), Pierre Iachetti, Samaya Jardey, Barbara Jenni, Zola Kell, Anureet Lotay, Layla chuutsqa Rorick, Robby Smoker-Peters, Satuts Stsuhwum (Angela Marston), Danielle Sullivan, and Marleen Willems.