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Hits 1 – 11 of 11

1	Ethnography of Language Planning and Policy
	Hornberger, Nancy H; Tapia, Aldo A; Hanks, David H...
	In: GSE Faculty Research (2018)
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2	Language and Voice
	Hornberger, Nancy H
	In: GSE Faculty Research (2016)
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3	Revisiting Orientations in Language Planning: Problem, Right, and Resource as an Analytical Heuristic
	Hult, Francis M; Hornberger, Nancy H
	In: GSE Faculty Research (2016)
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4	Discursive Approaches to Understanding Teacher Collaboration: Policy Into Practice
	Hornberger, Nancy H
	In: GSE Faculty Research (2006)
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5	Voz y Biliteracidad en la Revitalización de Lenguas Indígenas: Prácticas Contenciosas en Contextos Quechua, Guaraní, y Maori
	Hornberger, Nancy H
	In: GSE Faculty Research (2005)
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6	No Child Left Behind: Repealing and “Unpeeling” Federal Language Education Policy in the United States
	Evans, Bruce A.; Hornberger, Nancy H
	In: GSE Faculty Research (2005)
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7	Opening and Filling up Implementational and Ideological Spaces in Heritage Language Education
	Hornberger, Nancy H
	In: GSE Faculty Research (2005)
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8	Quechua Language Shift, Maintenance, and Revitalization in the Andes: The Case for Language Planning
	Hornberger, Nancy H; Coronel-Molina, Serafin M
	In: GSE Faculty Research (2004)
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9	Afterword: Ecology and Ideology in Multilingual Classrooms
	Hornberger, Nancy H
	In: GSE Faculty Research (2003)
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10	Multilingual Language Policies and the Continua of Biliteracy: An Ecological Approach
	Hornberger, Nancy H
	In: GSE Faculty Research (2002)
	Abstract: 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.
	Keyword: and Multicultural Education; assimilationism; Bilingual; bilingual education; biliteracy; Bolivia; Curriculum and Social Inquiry; ecology of language; Education; Education Policy; heritage languages; ideology; International and Comparative Education; Language and Literacy; Latin American Studies; Multilingual; multilingualism; pluralism; Policy and Administration; South Africa; Teaching and Learning
	URL: https://repository.upenn.edu/cgi/viewcontent.cgi?article=1360&context=gse_pubs https://repository.upenn.edu/gse_pubs/316
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11	Authenticity and Unification in Quechua Language Planning
	Hornberger, Nancy H; King, Kendall A.
	In: GSE Faculty Research (1998)
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