Copyright (c) 2009 All rights reserved. http://works.bepress.com/nancy_h_hornberger Recent documents in Nancy H Hornberger en-us Sun, 31 May 2009 09:38:19 PDT 3600 http://works.bepress.com/nancy_h_hornberger/7 http://works.bepress.com/nancy_h_hornberger/7 Mon, 21 Jan 2008 11:33:12 PST Nancy H. Hornberger Language and Literacy http://works.bepress.com/nancy_h_hornberger/6 http://works.bepress.com/nancy_h_hornberger/6 Mon, 21 Jan 2008 11:33:10 PST Nancy H. Hornberger Language and Literacy http://works.bepress.com/nancy_h_hornberger/5 http://works.bepress.com/nancy_h_hornberger/5 Mon, 21 Jan 2008 11:33:07 PST 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 has led to a variety of new initiatives for Quechua revitalization in the 1990s, initiatives which go beyond earlier experimental bilingual education projects designed primarily to provide mother tongue literacy instruction to indigenous children (in transitional or maintenance programs) to larger or more rooted efforts to extend indigenous language and literacy instruction to new speakers as well. Drawing on documents, interviews, and on-site participant observation, this paper will review and comment on two recent such initiatives: Bolivia's 1994 national educational reform incorporating the provision of bilingual intercultural education on a national scale; and a community-based effort to incorporate Quichua as a second language instruction in a school of the Ecuadorian highlands. Nancy H. Hornberger Language and Literacy http://works.bepress.com/nancy_h_hornberger/4 http://works.bepress.com/nancy_h_hornberger/4 Mon, 21 Jan 2008 11:33:03 PST 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 both national and local levels. A frequent sticking point in the process is the concern that the authenticity of the language will be lost in the move towards unification. This paper examines the potentially problematic tension between the goals of authenticity and unification. One case examines an orthographic debate which arose in the process of establishing an official orthography for Quechua at the national level in Peru. The second case study moves to the local level and concerns two indigenous communities in Saraguro in the southern Ecuadorian highlands where Spanish predominates but two Quichua varieties co-exist. The final section considers the implications of these debates and tensions for language planning and policy. Nancy H. Hornberger Language and Literacy http://works.bepress.com/nancy_h_hornberger/3 http://works.bepress.com/nancy_h_hornberger/3 Mon, 21 Jan 2008 11:33:00 PST The continua model of biliteracy offers a framework in which to situate research, teaching, and language planning in linguistically diverse settings; bilingual teacher education represents a conjunction of all three of these and hence, a good candidate for applying the continua model. This paper uses selected experiences in language teacher education as practised at the University of Pennsylvania Graduate School of Education to illustrate the potential of the continua model as heuristic in continually (re)writing the bilingual or language educator's knowledge base in response to the demands of educational policy and practice. A series of vignettes serves as a means for exploring dilemmas confronting bilingual (and language) educators and ways in which the continua model might shape a response: the global/local dilemma - global social, cultural, and political trends as contexts for biliteracy; the standard/nonstandard dilemma - media of biliteracy as reflected in evolving views of language and literacy in the world; the language/content dilemma - enquirybased teacher education as an approach to the development of biliteracy; and the language/culture/identity dilemma - teachers' and learners' identities and cultures as they relate to biliteracy content. The paper concludes with a few comments on bilingual educators as researchers, teachers, and language planners and on the need, now more than ever, for bilingual educators to be advocates. Nancy H. Hornberger Language and Literacy http://works.bepress.com/nancy_h_hornberger/2 http://works.bepress.com/nancy_h_hornberger/2 Mon, 21 Jan 2008 11:32:58 PST Herein, we are privileged to be given a close and detailed look at the lives and literacies of transnational multilingual youth and adults of diverse origins and communities from across the United States. These are multilingual lives and literacies located on the west coast, or in western mountain, southwest, midwest, or northeast U.S. There are New Yorkers of Dominican, Colombian, Bengali, and Chabad Jewish-American heritage, Mexican immigrants from Guanajuato and Jalisco in Iowa and California, respectively, and adult women refugees from Bosnia, Iran, and Sudan now residing in the intermountain west. Nancy H. Hornberger Language and Literacy http://works.bepress.com/nancy_h_hornberger/1 http://works.bepress.com/nancy_h_hornberger/1 Mon, 21 Jan 2008 11:32:54 PST Drawing on multi-year ethnographic research in Quechua-speaking communities of highland Peru and in Cambodian and Puerto Rican communities in inner city Philadelphia, this paper explores the degree to which the development of literacy in minority languages does or does not contribute to minority linguistic human rights and to minority language maintenance. The cases of the cyclical immigrant / citizen Puerto Rican population in the US, of the newly arrived Southeast Asian refugee populations in the US, and of a long-oppressed indigenous population in Peru provide three unique and different contexts in which to explore these issues, so central to local and national identities in an increasingly mobile and ethnically jigsawed world. The cases confirm that the relationship between literacy and language and culture maintenance is a complicated one, in which empowerment plays a significant role. They also highlight questions about various counterpoised dimensions of linguistic human rights - tolerance and promotion, individual and communal freedoms, freedom from discrimination and freedom for use, claims-to and claims-against. The paper concludes by suggesting that the promotion of linguistic human rights will have to continually confront difficult ethical choices and that the guiding principles in those choices must be to balance the counterpoints of those dimensions for the mutual protection of all. Nancy H. Hornberger Language and Literacy