One of my research projects is children’s unschooled communicative competence. My goal is to identify through a performance-centered perspective what children know about and can do with language that is not ordinarily school sanctioned. In other words, I am interested in the social, cultural, and intellectual work that children accomplish by and through discursive practices, practices that schools typically de-legitimate, marginalize, or else ignore altogether. Of particular fascination to me are ways of speaking in indigenous communities. In one of my completed studies (Henne, 2009) I documented the verbal artistry of “Kimimila,” a nine-year-old Lakota girl living on the Pine Ridge Indian Reservation. In an interaction with me, she demonstrated sophisticated use of a Lakota speech genre, wóiyaksape ‘wise words,’ that included a complicated rhetorical structure and that she performed with considerable competence.