Nancy H Hornberger
Biographic Data
| ID | 77588 |
|---|---|
| NAME | Nancy H Hornberger |
| GIVEN NAMES | Nancy H |
| FAMILY NAME | Hornberger |
| SIGNATURE | HORNBERGER N H |
| AFFILIATIONS | University of Pennsylvania |
| ORCID | 0000-0003-4357-6424 |
| VERIFIED | Yes |
| TOTAL WORKS | 81 |
| TOTAL CITATIONS | 832 |
| AUTHOR COUNT | 77 |
| EDITOR COUNT | 5 |
| FIRST PUBLICATION YEAR | 1987 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 12 |
Mckay, Sandra Lee
Sandra Lee McKay (1945– ), professor emeritus at San Francisco State University and currently visiting professor of applied linguistics at Hawai'i Pacific University in Honolulu, has led and mentored in the field of language teaching internationally for more than 40 years.
Years of the Continua of Biliteracy
This issue of the Forum celebrates the 35th anniversary of the seminal publication on the continua of biliteracy (Hornberger, 1989). The issue has brought together scholars who each shed light on the continued need for such conceptual framing, illuminating ways in which “the hope for understanding biliteracy, as well as literacy and bilingualism, seems to lie in the complexity of biliteracy” (Hornberger, 1989, p. 289). Hornberger opens this artic…
Multiple lenses to understand and shape multilingual literacy practices in Early Childhood Education
peer reviewed
Bringing the language forward
Quechua LPP in changing timesNearly two decades ago, Kendall King and Nancy Hornberger edited a special issue on the current status and future prospects of Quechua language planning and policy (LPP) for this journal (King and Hornberger 2004). 1 They contended that there was no "single, monolithic 'Quechua situation'" (10) but instead a mosaic of sociolinguistic contexts that characterize the sociolinguistic scenario of this Indigenous language, …
Researching and teaching (with) the continua of biliteracy
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 acros…
Biliteracy Metaphor Analysis
This article unfolds and argues for Biliteracy Metaphor Analysis (BMA), a methodology for examining the interpretation and use of metaphors in canon literature in a biliteracy context, in this case the canon of Danish literature read and interpreted by multilingual students in a 9th grade classroom. BMA combines Spradley’s ethnographic framework with conceptual blending theory, Bakhtin’s theory of the literary chronotope, and Hornberger’s continu…
Espacios ideológicos/de implementación en la planificación y política lingüística de la era Covid
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 implementació…
Immigration policy as family language policy
Aims and objectives/purpose/research questions: In this article we draw upon the ethnography of language planning and policy (LPP) to examine the complexities of how young Latino children with a recently deported parent engage with family language policies within their routine interactions. We explore the following questions. (1) How do US elementary school-aged children engage with, resist, and refashion family language and literacy policies alo…
Teachers, textbooks, and orthographic choices in Quechua
One of the central paradoxes of textbook authorship in Indigenous languages is that some of those for whom the textbooks are intended find it challenging to read them. Here, through examining cases of Quechua across the Andes in Peru and in Ecuador, we consider the role of orthography in this paradox. Textbook authors must decide on an alphabet for writing textbooks. Yet, the selection of a particular alphabet or changing the alphabet can cause u…
Mapping Biliteracy Teaching in Indigenous Contexts
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…
Ethnography of language planning and policy
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 ideolog…
Joshua A. Fishman
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 cour…
Ways of Talking (and Acting) About Language Reclamation
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 plurali…
Language and voice
These resources cannot be neglected much longer without lasting negative effects. While we have introduced here the idea of a “resource-language” to talk about cultural and linguistic maintenance
Until I Became a Professional, I Was Not, Consciously, Indigenous”
Drawing from long-term ethnographic research in the Andes, this paper examines one Quechua-speaking Indigenous bilingual educator’s trajectory as she traversed (and traverses) from rural highland communities of southern Peru through development as teacher, teacher educator, researcher, and advocate for Indigenous identity and language revitalization across urban, periurban, and rural spaces. Neri Mamani grew up in highland Peru and at the time I …
On not taking language inequality for granted
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…
Encyclopedia of Language and Education
A Note from the Editors
Negotiating methodological rich points in the ethnography of language policy
Building on Agar's (1996: 26) notion of rich points as those times in ethnographic research when something happens that the ethnographer doesn't understand, methodological rich points are by extension those points where our assumptions about the way research works and the conceptual tools we have for doing research are inadequate to understand the worlds we are researching. When we pay attention to those points and adjust our research practices a…
Bilingual Literacy
Bilingual literacy, or biliteracy, can be defined as “any and all instances in which communication occurs in two (or more) languages in or around writing” (Hornberger, 1990, p. 213), where these instances may be events, actors, interactions, practices, activities, classrooms, programs, situations, societies, sites, or worlds (Hornberger, 2003). The continua model of biliteracy offers a framework in which to situate research, teaching, and languag…
Globalization From the Bottom Up
The theme of globalization is increasingly prominent in the literature on education, linguistics, and anthropology, with scholars examining multilingual identities and practices in global cityscape
Not Just Situaciones de la Vida
Within discourses of language endangerment, life stages such as child language acquisition, adolescent language shift, and the death of community elders figure prominently, but what of the role of other, intermediate life stages during adulthood and professional life in the course of language obsolescence or revitalization? Drawing from long-term ethnographic research in the Andes, this article examines narratives and classroom interaction of Ind…
A Note from the Editors
Translanguaging and transnational literacies in multilingual classrooms
As US classrooms approach a decade of response to No Child Left Behind, many questions and concerns remain around the education of those labeled as 'English language learners,' in both English as a Second Language and bilingual education classrooms. A national policy context where standardized tests dominate curriculum and instruction and first language literacy is discouraged and undervalued poses unusual challenges for learners whose communicat…
Translanguaging in Today's Classrooms
As US classrooms approach a decade of response to No Child Left Behind, many questions and concerns remain around the education of those labeled as English language learners, in mainstream, English as a Second Language, and bilingual education classrooms. A national policy context where standardized tests dominate curriculum and instruction, and first language literacy is discouraged and undervalued, poses unusual challenges for learners whose co…
Slicing the Onion Ethnographically
In this article, we take up the call for more multilayered and ethnographic approaches to language policy and planning (LPP) research by sharing two examples of how ethnography can illuminate local interpretation and implementation. We offer ethnographic data collected in two very different institutions-the School District of Philadelphia and the Andean regional graduate program in bilingual intercultural education in Cochabamba, Bolivia-both of …
Translanguaging and transnational literacies in multilingual classrooms
As US classrooms approach a decade of response to No Child Left Behind, many questions and concerns remain around the education of those labeled as 'English language learners,' in both English as a Second Language and bilingual education classrooms. A national policy context where standardized tests dominate curriculum and instruction and first language literacy is discouraged and undervalued poses unusual challenges for learners whose communicat…
Unpeeling the Onion
Thomas K. Ricento, Nancy H. Hornberger, Unpeeling the Onion: Language Planning and Policy and the ELT Professional, TESOL Quarterly, Vol. 30, No. 3, Language Planning and Policy (Autumn, 1996), pp. 401-427
Multilingual language policies and the continua of biliteracy
Bilingual Education Policy and Practice in the Andes
Recent developments in language policy and education reform in Peru, Ecuador, and Bolivia, paralleling similar developments in the United States and elsewhere, have opened up new possibilities for indigenous languages and their speakers through bilingual intercultural education. Examining the use and meanings of the term interculturality in policy documents and short practitioner narratives, this article explores the ideological paradox inherent …
Translanguaging in Today's Classrooms
As US classrooms approach a decade of response to No Child Left Behind, many questions and concerns remain around the education of those labeled as English language learners, in mainstream, English as a Second Language, and bilingual education classrooms. A national policy context where standardized tests dominate curriculum and instruction, and first language literacy is discouraged and undervalued, poses unusual challenges for learners whose co…
Multilingual education policy and practice
Although multilingualism and multilingual education have existed for centuries, our 21st-century entrance into the new millennium has brought renewed interest and contestation around this educational alternative. Ethnolinguistic diversity and inequality, intercultural communication and contact, and global political and economic interdependence are more than ever acknowledged realities of today's world, and all of them put pressures on our educati…
Language policy, language education, language rights
Indigenous languages are under siege, not only in the US but around the world - in danger of disappearing because they are not being transmitted to the next generation. Immigrants and their languages worldwide are similarly subjected to seemingly irresistible social, political, and economic pressures. This article discusses a number of such cases, including Shawandawa from the Brazilian Amazon, Quechua in the South American Andes, the East Indian…
Multilingual language policy and school linguistic practice
This paper explores tensions in translating multilingual language policy to classroom linguistic practice, and especially the paradoxical role of and demand for English as a tool of decolonization for multilingual populations seeking equitable access to a globalizing economy. We take an ecological and sociolinguistic approach, depicting tensions between multilingualism and English across three national cases, at both policy and classroom level. D…
Voice and Biliteracy in Indigenous Language Revitalization
This article considers instances of biliterate educational practice in contexts of indigenous language revitalization involving Quechua in the South American Andes, Guarani in Paraguay, and Maori in Aotearoa/NewZealand. In these indigenous contexts of sociohistorical and sociolinguistic oppression, the implementation of multilingual language policies through multilingual education brings with it choices, dilemmas, and even contradictions in educa…
Authenticity and Unification in Quechua Language Planning
Authenticity and Unification in Quechua Language Planning With more than ten million speakers and numerous local and regional varieties, the unification and standardization of Quechua/Quichua has been a complicated, politically charged, and lengthy process. In most Andean nations, great strides have been made towards unification of the language in recent decades. However, the process is far from complete, and multiple unresolved issues remain, at…
Language Revitalisation in the Andes
Quechua, often known as the language of the Incas, remains today a vital language with over 10 million speakers in several Andean republics. Nevertheless, census records and sociolinguistic studies document a continuous cross-generational shift from Quechua monolingualism to Spanish monolingualism in the latter half of the twentieth century, at both individual and community levels. An increasing awareness of the potential threat to the language h…
Quechua language shift, maintenance, and revitalization in the Andes
Article Quechua language shift, maintenance, and revitalization in the Andes: the case for language planning was published on April 28, 2004 in the journal International Journal of the Sociology of Language (volume 2004, issue 167)
Bilingual intercultural education and Andean hip hop
Exploring contemporary Aymara and Quechua speakers' engagements with multilingualism, this article examines two transnational sites of Indigenous language use in Bolivia-a master's program in bilingual intercultural education in Cochabamba and a hip hop collective in El Alto. Responding to the call for a sociolinguistics of globalization that describes and interprets mobile linguistic resources, speakers, and markets, we draw on long-term ethnogr…
Language Planning Orientations and Bilingual Education in Peru
Educatión bilingüe y orientaciones en planification lingüistica en el Perú La positión traditional de los Quechuas y su lengua frente a la educatión formal en el Perú ha sido, en general, la de opresión y de exclusión del primero por el segundo. Sin embargo, en los anos setenta surgió una nueva política que puso énfasis en el uso del quechua como medio de enseñanza en las escuelas. Esta política fue expresada en tres iniciativas: la Reforma Educa…
Bilingual education success, but policy failure
In 1977, a bilingual education project began in rural areas of Puno, Peru, as a direct result of Peru's 1972 Education Reform. This paper presents results of an ethnographic and sociolinguistic study comparing Quechua language use and maintenance between: 1) a bilingual education school and community, and 2) a nonbilingual education school and community. Classroom observation indicated a significant change in teacher-pupil language use and an imp…
Until I Became a Professional, I Was Not, Consciously, Indigenous”
Drawing from long-term ethnographic research in the Andes, this paper examines one Quechua-speaking Indigenous bilingual educator’s trajectory as she traversed (and traverses) from rural highland communities of southern Peru through development as teacher, teacher educator, researcher, and advocate for Indigenous identity and language revitalization across urban, periurban, and rural spaces. Neri Mamani grew up in highland Peru and at the time I …
No child left behind
Negotiating methodological rich points in the ethnography of language policy
Building on Agar's (1996: 26) notion of rich points as those times in ethnographic research when something happens that the ethnographer doesn't understand, methodological rich points are by extension those points where our assumptions about the way research works and the conceptual tools we have for doing research are inadequate to understand the worlds we are researching. When we pay attention to those points and adjust our research practices a…
Ethnography of language planning and policy
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 ideolog…
Biliteracy Contexts, Continua, and Contrasts
Bilingual Education and English-Only
Public debate about English-only invariably includes reference to bilingual education; furthermore, both are recognized to be language-policy issues. Yet there has been no systematic treatment of English-only placing it within a language-planning framework that also includes bilingual education. This article attempts to do so, examining English-only in the context of corpus and status language-planning types; restrictive and expansive goals; aims…
Multiple lenses to understand and shape multilingual literacy practices in Early Childhood Education
peer reviewed
Can Peru's rural schools be agents for Quechua language maintenance
Formal education is seen as directly linked to sociocultural stratification in Peruvian society. Language is linked to both: Spanish is seen as the major content of formal education and it is the vehicle of acculturation; Quechua has been excluded from the schools and is the vehicle of oppression. In the context of marginalisation of both Quechua and its speakers three policies emerged in the 1970s which saw the use of vernacular languages in the…
Mapping Biliteracy Teaching in Indigenous Contexts
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…
Bilingual education success, but policy failure
In 1977, a bilingual education project began in rural areas of Puno, Peru, as a direct result of Peru's 1972 Education Reform. This paper presents results of an ethnographic and sociolinguistic study comparing Quechua language use and maintenance between: 1) a bilingual education school and community, and 2) a nonbilingual education school and community. Classroom observation indicated a significant change in teacher-pupil language use and an imp…
Schooltime, Classtime, and Academic Learning Time in Rural Highland Puno, Peru
This article uses results of an ethnographic study in two Quechua-speaking communities of Puno, Peru, to explore a specific instance of the phenomenon of schooltime spent in other than academic endeavors. It documents the uses to which schooltime is put in these communities and then seeks to account for the observed uses of time in terms of ethnographically derived insights as to social, cultural, economic, and political factors impinging on educ…
Bilingual Education and Language Maintenance
Language Planning Orientations and Bilingual Education in Peru
Educatión bilingüe y orientaciones en planification lingüistica en el Perú La positión traditional de los Quechuas y su lengua frente a la educatión formal en el Perú ha sido, en general, la de opresión y de exclusión del primero por el segundo. Sin embargo, en los anos setenta surgió una nueva política que puso énfasis en el uso del quechua como medio de enseñanza en las escuelas. Esta política fue expresada en tres iniciativas: la Reforma Educa…
The Invisible Culture
The Invisible Culture
Tramites and Transportes
In a series of papers and books, beginning in 1966, Hymes argued for a redefinition of linguistic competence as originally proposed by Chomsky. To differentiate the broad competence he envisioned from both competence and performance as defined by Chomsky, Hymes coined the expression ‘communicative competence’. This communicative competence includes four sectors: what is possible (grammatical), feasible, appropriate, and done; and can be analyzed …
Can Peru's rural schools be agents for Quechua language maintenance
Formal education is seen as directly linked to sociocultural stratification in Peruvian society. Language is linked to both: Spanish is seen as the major content of formal education and it is the vehicle of acculturation; Quechua has been excluded from the schools and is the vehicle of oppression. In the context of marginalisation of both Quechua and its speakers three policies emerged in the 1970s which saw the use of vernacular languages in the…
Continua of Biliteracy
Although biliteracy is common worldwide, relatively little scholarly work has attended explicitly to it. This review draws from the literatures on literacy, bilingualism, and the teaching of reading, writing, and second and foreign languages to propose a framework for understanding biliteracy. It argues that the complex array of possible biliteracy configurations can be accounted for by understanding biliteracy in terms of a series of interrelate…
Introduction. Bilingual education and indigenous languages in the light of language planning
Article Introduction. Bilingual education and indigenous languages in the light of language planning was published on January 1, 1989 in the journal International Journal of the Sociology of Language (volume 1989, issue 77)
Pupil participation and teacher techniques
Article Pupil participation and teacher techniques: criteria for success in a Peruvian bilingual-education program for Quechua children was published on January 1, 1989 in the journal International Journal of the Sociology of Language (volume 1989, issue 77)
Creating Successful Learning Contexts for Bilingual Literacy
Bilingual Education and English-Only
Public debate about English-only invariably includes reference to bilingual education; furthermore, both are recognized to be language-policy issues. Yet there has been no systematic treatment of English-only placing it within a language-planning framework that also includes bilingual education. This article attempts to do so, examining English-only in the context of corpus and status language-planning types; restrictive and expansive goals; aims…
Bilingual Education and Language Maintenance
Reviewed by NANCY C. DORIAN, Bryn Mawr College This is an unusually valuable study. Hornberger worked at solid ethnographic depth in two different communities within a Peruvian Andean setting that she was already widely familiar with. She was fully proficient in both Quechua and Spanish at the outset of the study. Though well read in the literature of language shift and language maintenance, she seems to have avoided partisan adherence to any sch…
Biliteracy Contexts, Continua, and Contrasts
Presenting a Holistic and an Emic View
Getting far enough to like it”
In the U.S. bilingual education literature, there is growing recognition of the value of enrichment model bilingual programs as well as of the interrelated nature of learner's first and second language/literacy development. This article looks at one example of an enrichment bilingual program in a middle school in an inner city Latino neighborhood. Drawing on data from observations at the bilingual program one morning a week during the first semes…
Alternatives in Tesol Research
Alister Cumming, Elaine Tarone, Andrew D. Cohen, Ulla Connor, Nina Spada, Nancy H. Hornberger, Alastair Pennycook, Elsa Auerbach, Alternatives in TESOL Research: Descriptive, Interpretive, and Ideological Orientations, TESOL Quarterly, Vol. 28, No. 4 (Winter, 1994), pp. 673-703
Language Planning in Multilingual Contexts
Language Revitalisation in the Andes
Quechua, often known as the language of the Incas, remains today a vital language with over 10 million speakers in several Andean republics. Nevertheless, census records and sociolinguistic studies document a continuous cross-generational shift from Quechua monolingualism to Spanish monolingualism in the latter half of the twentieth century, at both individual and community levels. An increasing awareness of the potential threat to the language h…
Unpeeling the Onion
Thomas K. Ricento, Nancy H. Hornberger, Unpeeling the Onion: Language Planning and Policy and the ELT Professional, TESOL Quarterly, Vol. 30, No. 3, Language Planning and Policy (Autumn, 1996), pp. 401-427
Introducción a la lengua y cultura quechuas. Julio Calvo Pérez
Mother-tongue literacy in the Cambodian Community of Philadelphia
In the present article mother-tongue literacy in the Cambodian Community in the United States will be dealt with. A report will be given on a longitudinal ethnographic study of literacy in two language-minority communities in the United States to describe the literacy practices and the attitudes toward Ll literacy in the Cambodian Community. On the basis ofearlier studies it is assumed that individuals develop and use their language and literacy …
Indigenous literacies in the Americas
Indigenous Literacies in the Americas
Introduction: North America, Nancy H. Hornberger Teaching and preserving Yup'ik traditional literacy, Nastasia Wahlberg Ciulistet and the curriculum of the possible, Jerry Lipka, Esther Ilutsik Reclaiming Navajo - language renewal in American Indian community school, Galena Sells Dick, Teresa L. McCarty Literacy for what? Lucille J. Watahomigie, Teresa L. MacCarty Language revitalization efforts in the Pueblo de Cochiti - becoming 'literate' in a…
Sociology (68 works) · Multilingual Education and Policy (62 works) · Second Language Learning and Teaching (53 works) · Linguistics (46 works) · Pedagogy (45 works) · Political science (31 works) · Philosophy (26 works) · Computer Science (25 works) · EFL/ESL Teaching and Learning (25 works) · Anthropology (24 works)