Papers by Nancy H Hornberger
Educational Linguistics
The continua of biliteracy model offers an ecological framework to situate research, teaching, an... more The continua of biliteracy model offers an ecological framework to situate research, teaching, and language policy in multilingual settings. Biliteracy is understood as “any and all instances in which communication occurs in two (or more) languages in or around writing” and the continua as complex, fluid, and interrelated dimensions of communicative repertoires; it is in the dynamic, rapidly changing and sometimes contested spaces along and across the continua that biliteracy use and learning occur. Formulated in the 1980s in the context of a multi-year, comparative ethnography of language policy in two Philadelphia public schools and communities, the model has served in the years since as heuristic in research, teaching, and program development locally, nationally, and internationally in Indigenous, immigrant, diaspora and decolonizing language education contexts. It has evolved and adapted to accommodate both a changing world and a changing scholarly terrain, foregrounding ethnogr...
RUNA, archivo para las ciencias del hombre
Desde la perspectiva de la política y la planificación lingüísticas (PPL), la actual pandemia exa... more Desde la perspectiva de la política y la planificación lingüísticas (PPL), la actual pandemia exacerba preocupaciones en torno a las políticas y prácticas lingüísticas y educativas que sostienen las desigualdades sociales globales en distintas poblaciones e identidades. Hay una urgente necesidad de que los usuarios, educadores e investigadores de idiomas contrarresten esas desigualdades, llenando y abriendo espacios ideológicos y de implementación para que florezcan múltiples lenguas, literacidades, identidades y prácticas en el aula, la comunidad y la sociedad en general. Utilizando el lente de los espacios de implementación/ideológicos escalados e interactivos, y centrándome en cuatro estudios etnográficos de la educación indígena en los Andes y México, exploro dinámicas entrelazadas de la PPL que podrían aprovecharse para enfrentar las desigualdades cada vez mayores que ha agravado la COVID-19 respecto del acceso a educaciones indígenas y en las prácticas indígenas de hablar y ser.
Continua of Biliteracy
The one language-one nation ideology of language policy and national identity is no longer the on... more The one language-one nation ideology of language policy and national identity is no longer the only available one worldwide (if it ever was). Multilingual language policies which recognize ethnic and linguistic pluralism as resources for nation-building are increasingly in evidence. These policies, many of which envision implementation through bilingual intercultural education, open up new worlds of possibility for oppressed indigenous and immigrant languages and their speakers, transforming former homogenizing and assimilationist policy discourses into discourses about diversity and emancipation. This paper uses the metaphor of ecology of language to explore the ideologies underlying multilingual language policies, and the continua of biliteracy framework as ecological heuristic for situating the challenges faced in implementing them. Specifically, the paper considers community and classroom challenges inherent in implementing these new ideologies, as they are evident in two nations which introduced transformative policies in the early 1990s: post-apartheid South Africa's new Constitution of 1993 and Bolivia's National Education Reform of 1994. It concludes with implications for multilingual language policies in the United States and elsewhere.
Revista Peruana de Investigación Educativa
Drawing on an ethnographic monitoring engagement with Kichwa intercultural bilingual educators in... more Drawing on an ethnographic monitoring engagement with Kichwa intercultural bilingual educators in the Peruvian Amazon, we argue for ethnographic monitoring as a method and the continua of biliteracy as a heuristic for mapping biliteracy teaching in Indigenous contexts of bilingualism. Through our mapping, we uncover tensions in the teaching of majoritized languages in Indigenous contexts of postcoloniality, challenge constructs of student shyness, and propose pedagogies to support the flourishing of student voice in bilingual education.
Language Teaching
A decade ago, Hornberger & Johnson proposed that the ethnography of language planning and policy ... more A decade ago, Hornberger & Johnson proposed that the ethnography of language planning and policy (ELPP) offers a useful way to understand how people create, interpret, and at times resist language policy and planning (LPP). They envisioned ethnographic investigation of layered LPP ideological and implementational spaces, taking up Hornberger's plea five years earlier for language users, educators, and researchers to fill up and wedge open ideological and implementational spaces for multiple languages, literacies, identities, and practices to flourish and grow rather than dwindle and disappear. With roots going back to the 1980s and 1990s, ethnographic research in LPP had been gathering momentum since the turn of the millennium. This review encompasses selected ethnographic LPP research since 2000, exploring affordances and constraints of this research in yielding comparative and cumulative findings on how people interpret and engage with LPP initiatives. We highlight how common-...
International Journal of the Sociology of Language, 2017
In personal tribute to Joshua A. Fishman, I tell a few stories about this remarkable scholar as I... more In personal tribute to Joshua A. Fishman, I tell a few stories about this remarkable scholar as I got to know him – a glimpse of the person behind the great ideas that have so powerfully shaped our thinking. My many vivid memories of things Fishman said or wrote in my personal encounters with him – often pithy one-liners – are testimony to the power of his mind and voice, his spirit and soul. From my first year of Ph.D. study when I took his course
Journal of Language, Identity & Education, 2016
The experiences of a community of people learning and teaching Lenape in Pennsylvania provide ins... more The experiences of a community of people learning and teaching Lenape in Pennsylvania provide insights into the complexities of current ways of talking and acting about language reclamation. We illustrate how Native and non-Native participants in a university-based Indigenous language class constructed language, identity, and place in nuanced ways that, although influenced by essentializing discourses of language endangerment, are largely pluralist and reflexive. Rather than counting and conserving fixed languages, the actors in this study focus on locally appropriate language education, undertaken with participatory classroom discourses and practices. We argue that locally responsible, participatory educational responses to language endangerment such as this, although still rare in formal higher education, offer a promising direction in which to invest resources. Alemawakan: 1 Introduction I would support anyone taking any language class...whether or not you get very far in the language. You get a different viewpoint, it changes how you think about things. Especially if you have the chance to take an endangered language…I can't imagine anyone trying to do a language class of an endangered language without getting into the culture side and the issues involved with the fact that this is an endangered language… And I think it's very valuable, so few people think about those issues. (Interview 6/8/2012) 1 Starting point (Lenape translations courtesy of Shelley DePaul).
A Southern Peruvian Quechua Case, 1988
Bilingual Education and Language Maintenance, 1988
A Southern Peruvian Quechua Case, 1988
Multilingua, 2014
South African higher education is at a critical juncture in the implementation of South Africa’s ... more South African higher education is at a critical juncture in the implementation of South Africa’s multilingual language policy promoting institutional status for nine African languages, English, and Afrikaans. South African scholars, not content merely to comment from the sidelines on the policy, its promise, and challenges, have also engaged in implementation efforts. This article explores two such initiatives, both focusing on the use of African languages in higher education institutions where English is already established as the medium of instruction, and both undertaken with explicit goals of righting South Africa’s longstanding social injustices. I collaborated with colleagues at the University of Limpopo and the University of KwaZulu-Natal to assess current implementation and identify next steps and strategies for achieving truly multilingual teaching, learning, and research at their institutions. Taking up Hymes’ (1980) call for ethnographic monitoring of bilingual education,...
Theory Into Practice, 2012
ABSTRACT
A partir de varios anos de investigacion etnografica en comunidades de habla quechua de los altos... more A partir de varios anos de investigacion etnografica en comunidades de habla quechua de los altos de Peru y en comunidades cambodianas y portorriquenas de los cinturones de miseria de la ciudad de Filadelfia, este trabajo explora el grado en que el desarrollo de la escrituralidad entre hablantes de lenguas minoritarias contribuye o no a los derechos humanos linguisticos de tales minorias y a la preservacion de su lengua. En el utilizo los resultados de investigacion y los hallazgos de tres casos distintos de minorias linguisticas que nos informan sobre el papel de la escrituralidad en los derechos humanos linguisticos y en la preservacion de la lengua: los casos son el de la poblacion ciclicamente inmigrante/ciudadana portorriquena en los Estados Unidos, el de las poblaciones de refugiados del sureste asiatico de reciente llegada a los Estados Unidos, y el de la poblacion indigena peruana, oprimida durante larguisimo tiempo. Estos casos proveen tres contextos unicos y diferentes par...
Em muitos casos dispersos pelo mundo – incluindo grupos etnicos da Amazonia Brasileira, os guaran... more Em muitos casos dispersos pelo mundo – incluindo grupos etnicos da Amazonia Brasileira, os guaranis bolivianos, grupos indigenas andinos e amazonicos dentre outros – a educacao intercultural bilingue torna-se o veiculo nao somente para o desenvolvimento da escrita nas linguas indigenas e para o desenvolvimento academico dos seus falantes, mas tambem para a mobilizacao dos povos indigenas e a manutencao, revitalizacao e incremento de suas linguas, se assim o desejarem. A questao nao e tanto se ou como o letramento na lingua indigena e a educacao intercultural bilingue promovem os direitos linguisticos, antes sim que tipos de letramento e direitos linguisticos serao promovidos e com que propositos? Quando alguns direitos entram em conflito uns com outros quais devem prevalecer? No limite, cabe as proprias minorias linguisticas fazerem suas escolhas eticas, escolhas em que os principios norteadores devem equilibrar as dimensoes contrarias dos direitos linguisticos visando a protecao mu...
The Bilingual Review, 2016
In 1984, Richard Ruiz set forth three orientations to language planning: language as problem, lan... more In 1984, Richard Ruiz set forth three orientations to language planning: language as problem, language as right, and language as resource. Since that time, the orientations have only become more powerful, rising to the level of paradigm in the field of language policy and planning (LPP). In this paper, we revisit Ruiz’s orientations. By drawing upon Ruiz’s own work as well as the work of other scholars who have been inspired by him, we unpack the ideas aligned with each orientation in order to reflect upon the application of the three orientations as a heuristic for LPP. In contrast to critiques that the three orientations do not map onto the political reality of policy situations, we argue that they are analytically useful as both etic concepts that can be used by researchers to guide deductive analysis about the values that emerge from messy policy debate and negotiation and as (latent) emic concepts in situations when people express their beliefs about language.
Drawing on an ethnographic monitoring engagement with Kichwa intercultural bilingual educators in... more Drawing on an ethnographic monitoring engagement with Kichwa intercultural bilingual educators in the Peruvian Amazon, we argue for ethnographic monitoring (Hymes, 1980) as a method and the continua of biliteracy (Hornberger, 1989, 1990, 2003; Hornberger & Skilton-Sylvester, 2000) as a heuristic for mapping biliteracy teaching in Indigenous contexts of bilingualism. Through our mapping, we uncover tensions in the teaching of majoritized languages in Indigenous contexts of postcoloniality, challenge constructs of student shyness, and propose pedagogies to support the flourishing of student voice in bilingual education.
This paper speculates on the possibilities for planning for language maintenance in one particula... more This paper speculates on the possibilities for planning for language maintenance in one particular case. It considers the pros and cons of using Quechua in schools serving Quechua-speaking communities in rural highland Puno, Peru, from the point of view of its bearing on Quechua language maintenance. The paper is based on a two-year ethnographic sociolinguistic study in two communities of Puno. The study compared uses Quechua and Spanish in the communities and their schools, one of which participated in a bilingual education project. It also compared attitudes of community members toward the two languages. The paper draws from the findings of the research in discussing two questions: 1. Can language maintenance be planned?; and 2. Can schools be agents for language maintenance? This article is available in Working Papers in Educational Linguistics (WPEL): http://repository.upenn.edu/wpel/vol2/iss1/2 SHOULD .QUECHUA BE USED IN PUNO'S RURAL SCHOOLS? Nol'l¢y.Hornberger Universi...
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Papers by Nancy H Hornberger