Haley De Korne
Biographic Data
| ID | 181346 |
|---|---|
| NAME | Haley De Korne |
| GIVEN NAMES | Haley |
| FAMILY NAME | De Korne |
| SIGNATURE | DE KORNE H |
| AFFILIATIONS | University of Oslo |
| ORCID | 0000-0002-2522-0400 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 24 |
| WORKS AS AUTHOR | 17 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Critical place‐based pedagogy and language teacher education in the Global North and South
Critical place‐based pedagogies are closely tied to the social space of teachers and learners, aiming to raise awareness and support efforts for positive change. Social space shapes—and is shaped by—language teaching and learning. A critical approach to language teacher education must always engage with space and place, and contextual awareness is a key step in teachers’ critical reflection on their work. This article focuses on language teacher …
If One Feels at Home, Then Comes Belonging”
“I Learned That My Name Is Spelled Wrong”
Globally many minority and Indigenous communities are searching for ways to reclaim languages that have been marginalized by socioeconomic and political processes. These efforts often involve novel literacy practices. In this article, we draw from ethnographic data in Mexico and Nepal to ask, what are the opportunities and constraints of teaching writing in support of Indigenous language reclamation? Writing is simultaneously an attraction and a …
Grappling with translanguaging for teaching and assessment in culturally and linguistically diverse contexts
Multilingual practices of translanguaging – fluid, complex, and dynamic processes of using one's complete linguistic repertoire – have been increasingly embraced by researchers and educators in bilingual education. Applying this perspective within the field of assessment has proven more challenging. In this project, we explore the role of multilingualism in teaching and classroom assessment design and practice, drawing upon the concept of transla…
Language Activism
While top-down policies have yet to establish equality for speakers of minoritized languages, activists and advocates at local levels play a significant role in the pursuit of social change. Through an ethnographic account of Diidxazá (Isthmus Zapotec) language activism in Oaxaca, Mexico, this volume examines language activism as a social project with a moving target and illustrates a flexible repertoire of activism strategies. An exploration of …
Rethinking Ideologies of Learners’ Speech and the Multilingual Learning Process
Introduction. Multilingual literacy practices - global perspectives on visuality, materiality, and creativity
In this special issue introduction, we briefly discuss the history of multilingual writing research before we examine the research presented in the issue in light of three cross-cutting themes: visuality, materiality, and creativity. We conclude with a summary of the papers and the insights they add to our understanding of shifting multilingual literacy practices in the twenty-first century
Learning language regimes
Minority language education initiatives often aim to resist dominant language regimes and to raise the social status of migrant or autochthonous minorities. We consider how participating children experience these alternative language regimes by analysing drawings made by children in two minority education settings-a Slovene-German bilingual school in Austria and an Isthmus Zapotec (Indigenous) language and art workshop in Mexico. We examine how c…
Changing ideological and implementational spaces for minoritised languages in higher education
Indigenous languages of Mexico have largely been excluded from formal education spaces. This ethnographic action research study highlights a context where Diidxazá/ Isthmus Zapotec, an Indigenous language of Oaxaca, has recently begun to be taught in higher education. We examine the ways that administrators, the teacher, and students in these classes have collaborated to create a new space within the institution. By tracing the power dynamics beh…
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…
Who can speak Lenape in Pennsylvania? Authentication and language learning in an endangered language community of practice
Language planning and policy in native America
Language practices are a significant area of contention in political processes from local to national levels, and Teresa McCarty's book provides an excellent overview of the historical and ongoing
Multilingualism, Education and Change by Jean‐JacquesWeber. Frankfurt am Main
Democratic policies for language revitalisation
Democratic policies for language revitalisation: the case of Catalan, edited by Miquel Strubell and Emili Boix-Fuster, Houndsmills, Basingstoke, Palgrave Macmillan, 2011, xiii + 254 pp., £55 (hardc
We Are Our Language
Indigenous language education policy
Familiarising the Stranger
As contact between cultures continues to increase, the impact that this has on cultural identity and belonging is unclear. Cross-cultural or bicultural identification remains a relatively unexplored phenomenon. Is it possible, natural or potentially good to have an identity rooted in more than one culture? If so, how is cross-cultural identity negotiated? Semi-structured interviews were undertaken with nine women who have lived as immigrants in t…
Familiarising the Stranger
As contact between cultures continues to increase, the impact that this has on cultural identity and belonging is unclear. Cross-cultural or bicultural identification remains a relatively unexplored phenomenon. Is it possible, natural or potentially good to have an identity rooted in more than one culture? If so, how is cross-cultural identity negotiated? Semi-structured interviews were undertaken with nine women who have lived as immigrants in t…
Learning language regimes
Minority language education initiatives often aim to resist dominant language regimes and to raise the social status of migrant or autochthonous minorities. We consider how participating children experience these alternative language regimes by analysing drawings made by children in two minority education settings-a Slovene-German bilingual school in Austria and an Isthmus Zapotec (Indigenous) language and art workshop in Mexico. We examine how c…
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…
Who can speak Lenape in Pennsylvania? Authentication and language learning in an endangered language community of practice
If One Feels at Home, Then Comes Belonging”
Introduction. Multilingual literacy practices - global perspectives on visuality, materiality, and creativity
In this special issue introduction, we briefly discuss the history of multilingual writing research before we examine the research presented in the issue in light of three cross-cutting themes: visuality, materiality, and creativity. We conclude with a summary of the papers and the insights they add to our understanding of shifting multilingual literacy practices in the twenty-first century
Indigenous language education policy
Changing ideological and implementational spaces for minoritised languages in higher education
Indigenous languages of Mexico have largely been excluded from formal education spaces. This ethnographic action research study highlights a context where Diidxazá/ Isthmus Zapotec, an Indigenous language of Oaxaca, has recently begun to be taught in higher education. We examine the ways that administrators, the teacher, and students in these classes have collaborated to create a new space within the institution. By tracing the power dynamics beh…
Familiarising the Stranger
As contact between cultures continues to increase, the impact that this has on cultural identity and belonging is unclear. Cross-cultural or bicultural identification remains a relatively unexplored phenomenon. Is it possible, natural or potentially good to have an identity rooted in more than one culture? If so, how is cross-cultural identity negotiated? Semi-structured interviews were undertaken with nine women who have lived as immigrants in t…
Indigenous language education policy
We Are Our Language
Multilingualism, Education and Change by Jean‐JacquesWeber. Frankfurt am Main
Democratic policies for language revitalisation
Democratic policies for language revitalisation: the case of Catalan, edited by Miquel Strubell and Emili Boix-Fuster, Houndsmills, Basingstoke, Palgrave Macmillan, 2011, xiii + 254 pp., £55 (hardc
Language planning and policy in native America
Language practices are a significant area of contention in political processes from local to national levels, and Teresa McCarty's book provides an excellent overview of the historical and ongoing
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…
Who can speak Lenape in Pennsylvania? Authentication and language learning in an endangered language community of practice
Changing ideological and implementational spaces for minoritised languages in higher education
Indigenous languages of Mexico have largely been excluded from formal education spaces. This ethnographic action research study highlights a context where Diidxazá/ Isthmus Zapotec, an Indigenous language of Oaxaca, has recently begun to be taught in higher education. We examine the ways that administrators, the teacher, and students in these classes have collaborated to create a new space within the institution. By tracing the power dynamics beh…
Rethinking Ideologies of Learners’ Speech and the Multilingual Learning Process
Introduction. Multilingual literacy practices - global perspectives on visuality, materiality, and creativity
In this special issue introduction, we briefly discuss the history of multilingual writing research before we examine the research presented in the issue in light of three cross-cutting themes: visuality, materiality, and creativity. We conclude with a summary of the papers and the insights they add to our understanding of shifting multilingual literacy practices in the twenty-first century
Learning language regimes
Minority language education initiatives often aim to resist dominant language regimes and to raise the social status of migrant or autochthonous minorities. We consider how participating children experience these alternative language regimes by analysing drawings made by children in two minority education settings-a Slovene-German bilingual school in Austria and an Isthmus Zapotec (Indigenous) language and art workshop in Mexico. We examine how c…
“I Learned That My Name Is Spelled Wrong”
Globally many minority and Indigenous communities are searching for ways to reclaim languages that have been marginalized by socioeconomic and political processes. These efforts often involve novel literacy practices. In this article, we draw from ethnographic data in Mexico and Nepal to ask, what are the opportunities and constraints of teaching writing in support of Indigenous language reclamation? Writing is simultaneously an attraction and a …
Grappling with translanguaging for teaching and assessment in culturally and linguistically diverse contexts
Multilingual practices of translanguaging – fluid, complex, and dynamic processes of using one's complete linguistic repertoire – have been increasingly embraced by researchers and educators in bilingual education. Applying this perspective within the field of assessment has proven more challenging. In this project, we explore the role of multilingualism in teaching and classroom assessment design and practice, drawing upon the concept of transla…
Language Activism
While top-down policies have yet to establish equality for speakers of minoritized languages, activists and advocates at local levels play a significant role in the pursuit of social change. Through an ethnographic account of Diidxazá (Isthmus Zapotec) language activism in Oaxaca, Mexico, this volume examines language activism as a social project with a moving target and illustrates a flexible repertoire of activism strategies. An exploration of …
Critical place‐based pedagogy and language teacher education in the Global North and South
Critical place‐based pedagogies are closely tied to the social space of teachers and learners, aiming to raise awareness and support efforts for positive change. Social space shapes—and is shaped by—language teaching and learning. A critical approach to language teacher education must always engage with space and place, and contextual awareness is a key step in teachers’ critical reflection on their work. This article focuses on language teacher …
If One Feels at Home, Then Comes Belonging”
Sociology (15 works) · Multilingual Education and Policy (14 works) · Linguistics (13 works) · Pedagogy (12 works) · Second Language Learning and Teaching (12 works) · Political science (10 works) · Anthropology (8 works) · Indigenous (8 works) · Ethnography (7 works) · Multilingualism (6 works)