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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 9 of 9 1 On not Taking Language Inequality for Granted: Hymesian Traces in Ethnographic Monitoring of South Africa’s Multilingual Language Policy Hornberger, Nancy H In: GSE Faculty Research (2014) BASE Show details 2 La Educación Multilingüe, Política y Práctica: Diez Certezas Hornberger, Nancy H In: GSE Faculty Research (2009) BASE Show details 3 Discursive Approaches to Understanding Teacher Collaboration: Policy Into Practice Hornberger, Nancy H In: GSE Faculty Research (2006) BASE Show details 4 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) Abstract: For more than three decades U.S. language education policy was realized through the Bilingual Education Act (BEA), enacted in 1968 to meet the educational needs of language minority students. The BEA emphasized bilingual education and provided options for the development of students’ native language as well as their English language proficiency and academic achievement. In 2002 the BEA was replaced with the English Language Acquisition, Language Enhancement, and Academic Achievement Act. Current policy implicitly repeals the BEA and emphasizes the need for schools to quickly develop students' English language proficiency and move them to English only classrooms. Drawing on Ricento and Hornberger's (1996) "onion metaphor" for the multi-layered nature of language planning and policy, this paper considers the potential impact changes in language education policy may have on programs and practices for language minority students. A summary of interview responses from a small sample of Southern Oregon educators adds an on the ground perspective. Keyword: and Multicultural Education; Bilingual; bilingual education; Curriculum and Instruction; Education; Education Policy; Elementary and Middle and Secondary Education Administration; language minority education; language planning orientation; Multilingual; No Child Left Behind; onion metaphor; Policy and Administration; scientifically based research; teachers’ understandings; Teaching and Learning URL: https://repository.upenn.edu/cgi/viewcontent.cgi?article=1359&context=gse_pubs https://repository.upenn.edu/gse_pubs/317 BASE Hide details 5 Opening and Filling up Implementational and Ideological Spaces in Heritage Language Education Hornberger, Nancy H In: GSE Faculty Research (2005) BASE Show details 6 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) BASE Show details 7 La Educación Bilingüe Intercultural, la Escrituralidad, y los, Derechos Humanos Lingüísticos Hornberger, Nancy H In: GSE Faculty Research (2003) BASE Show details 8 Multilingual Language Policies and the Continua of Biliteracy: An Ecological Approach Hornberger, Nancy H In: GSE Faculty Research (2002) BASE Show details 9 Authenticity and Unification in Quechua Language Planning Hornberger, Nancy H; King, Kendall A. In: GSE Faculty Research (1998) BASE Show details

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