CURRICULUM VITAE

 

NAME:                  Nancy H. Hornberger

 

CURRENT             Professor of Education and Director of Educational Linguistics

POSITION:            Graduate School of Education, University of Pennsylvania

                               

ADDRESS:            3700 Walnut Street, Philadelphia, PA 19104-6216

Telephone / fax: (215) 898-7957

                                E-mail: nancyh@gse.upenn.edu

Website: http://www.gse.upenn.edu/~hornberg

http://www.gse.upenn.edu/faculty/hornberger.html

               

A.  EDUCATION

 

1972                        B.A.        Harvard University  (cum laude)

                                                                Hispanic-American History and Literature

1973                        M.A.    New York University

                                                                Education, specializing in Bilingual Education

1985                        Ph.D.      University of Wisconsin-Madison

                                                                Educational Policy Studies; minor in Linguistics

 

B.  FELLOWSHIPS, GRANTS AND AWARDS

 

1980                        Linguistic Society of America Summer Institute Fellowship.

 

1980-81                   US Department of Education Foreign Language and Area Studies Fellowship.

                               

1981                        University of Wisconsin Ibero-American Studies Summer Travel Grant.

                               

1981-82                   US Department of Education National Resource Fellowship.

                               

1982, 1983              Inter-American Foundation Fellowship.

 

1982-83                   Fulbright-Hays Dissertation Research Abroad Fellowship.

 

1984-85                   University of Wisconsin Alumni Research Foundation Fellowship.

                               

1987                        University of Pennsylvania Literacy Research Center mini-grant.

                               

1987                        University of Pennsylvania Research Foundation award.

 

1987                        First Place Outstanding Dissertation, National Association for Bilingual Education.

 

1988                        American Council of Learned Societies Travel Grant.

 

1988-89                   National Academy of Education Spencer Fellow.

 

1992-96                   National Center for Research on Cultural Diversity&Second Language Learning Affiliate.

 

1993                        Salzburg Seminar Presidential Fellow.

 

1993-98                   Goldie Anna Chair in Education, University of Pennsylvania.

 

2001                                    Fulbright Senior Specialist Award to Paraguay

 

2002                                    Fulbright Senior Specialist Award to New Zealand

 

 

C.  PUBLICATIONS AND MANUSCRIPTS IN PRESS

 

 

BOOKS AND VOLUMES

 

1977      

Nancy H. Hornberger (Ed.)  Ollanta:  Antiguo Drama Quechua (Ollanta: Ancient Quechua Drama).  Sicuani, Peru:  Wiraqocha Biblioteca.  88 pages.

1983                                      

Esteban S. Hornberger and Nancy H. Hornberger.  Trilingual Dictionary: Quechua of Cusco, Spanish, English.  (Second Edition; First Edition, 1977).  La Paz, Bolivia:  Wiraqocha Editions.  598 pages.

1985                                      

Nancy H. Hornberger.  Bilingual education and Quechua language maintenance in highland Puno, Peru.  Ph.D. Dissertation, University of Wisconsin-Madison.  Dissertation Abstracts International, 46, 1857A.  (University Microfilms No. 85-12303).  651 pages.

1988                                      

Nancy H. Hornberger.  Bilingual Education and Language Maintenance:  A Southern Peruvian Quechua Case.  Berlin: Mouton de Gruyter.  277 pages.

1989                                      

Nancy H. Hornberger (Ed.)  Bilingual Education and Language Planning in Indigenous Latin America.  International Journal of the Sociology of Language.  Vol. 77.  128 pages.

Nancy H. Hornberger.  Haku Yachaywasiman:  La Educación Bilingüe y el Futuro del Quechua en Puno  (Let's Go to School: Bilingual Education and the Future of Quechua in Puno).   Spanish version by María López de Cerrón-Palomino.  Lima-Puno, Peru:  Programa de Educación Bilingüe de Puno.  373 pages.

1996                                      

Sandra Lee McKay and Nancy H. Hornberger (Eds.)   Sociolinguistics and Language Teaching.   Cambridge: Cambridge University Press.  484 pages.

Nancy H. Hornberger (Ed.)   Indigenous Literacies in the Americas: Language Planning from the Bottom Up.  Berlin: Mouton de Gruyter, Contributions to the Sociology of Language #75.  393 pages.

Nancy H. Hornberger and Thomas Ricento (Eds.)  Language Planning and Policy and the English Language Teaching Profession.  Special topic issue of TESOL Quarterly 30 (3), Fall.  243 pages.

1998                                      

Nancy H. Hornberger  and David Corson (Eds.)   Research Methods in Language and Education.  Volume 8 of The Encyclopedia of Language and Education.  Dordrecht/Boston: Kluwer Academic Press.  275 pages.

2001

Colin Baker and Nancy H. Hornberger (Eds.). An Introductory Reader to the Writings of Jim Cummins. Clevedon, UK: Multilingual Matters.  360 pages.

2002

Nancy H. Hornberger (Ed.). 2002 Ethnography in Education Research Forum: Selected Papers.  Guest-edited issue of Penn GSE Perspectives on Urban Education at http://www.urbanedjournal.org/

2003

Nancy H. Hornberger (Ed.) Continua of Biliteracy: An Ecological Framework for Educational Policy, Research, and Practice in Multilingual Settings. Clevedon, UK: Multilingual Matters.  370 pages.

2004

Kendall A. King and Nancy H. Hornberger (Eds.)  Quechua Sociolinguistics.  International Journal of the Sociology of Language, 167, special issue.

2005

Nancy H. Hornberger (Ed.). Heritage/Community Language Education: US and Australian Perspectives.  International Journal of Bilingual Education and Bilingualism, 8 (2&3), special issue.

2006

Nancy H. Hornberger & Martin Pütz (Eds.)  Language Loyalty, Language Planning, and Language Revitalization: Recent Writings and Reflections from Joshua A. Fishman.  Clevedon, UK: Multilingual Matters.

 

(Books and volumes -- continued)

 

2007 (forthcoming)

Nancy H. Hornberger (Ed.) Can Schools Save Indigenous Languages? Policy and Practice on Four Continents.  Hampshire, UK: Palgrave Macmillan.

Stephen A. May & Nancy H. Hornberger (Eds.) Encyclopedia of Language and Education, Volume 1: Language Policy and Political Issues in Education. Springer.

Brian Street & Nancy H. Hornberger (Eds.) Encyclopedia of Language and Education, Volume 2: Literacy. Springer.

Marilyn Martin-Jones, Anne-Marie de Mejía & Nancy H. Hornberger (Eds.) Encyclopedia of Language and Education, Volume 3: Discourse and Education. Springer.

Nelleke Van Deusen-Scholl & Nancy H. Hornberger (Eds.) Encyclopedia of Language and Education, Volume 4: Second and Foreign Language Education. Springer.

Jim Cummins & & Nancy H. Hornberger (Eds.) Encyclopedia of Language and Education, Volume 5: Bilingual Education. Springer.

Jasone Cenoz & Nancy H. Hornberger (Eds.) Encyclopedia of Language and Education, Volume 6: Knowledge about Language. Springer.

Elana Shohamy & Nancy H. Hornberger (Eds.) Encyclopedia of Language and Education, Volume 7: Language Testing and Assessment. Springer.

Patricia Duff & Nancy H. Hornberger (Eds.) Encyclopedia of Language and Education, Volume 8: Language Socialization. Springer.

Angela Creese, Peter Martin & Nancy H. Hornberger (Eds.) Encyclopedia of Language and Education, Volume 9: Ecology of Language. Springer.

Kendall A. King & Nancy H. Hornberger (Eds.) Encyclopedia of Language and Education, Volume 10: Research Methods in Language and Education. Springer.

 

 

ARTICLES IN REFEREED JOURNALS

 

1987                      

Bilingual education and Quechua language maintenance in highland Puno, Peru.  NABE Journal  11(2), 117-140.

Bilingual education success but policy failure.  Language in Society  16(2), 205-226.

Schooltime, classtime, and academic learning time in rural highland Puno, Peru.  Anthropology and Education Quarterly  18(3), 207-221.

1988                      

Criterios para determinar el éxito de un programa de educación bilingüe en el Perú  (Criteria for determining the success of a bilingual education program in Peru).  Revista Peruana de Ciencias Sociales  (Peruvian Journal of Social Science) 1(3),  59-84.

Language ideology in Quechua communities of Puno, Peru.  Anthropological Linguistics 30(2), 214-235.

Language planning orientations and bilingual education in Peru.  Language Problems and Language Planning  12(1), 14-29.

Misbehaviour, punishment and put-down:  Stress for Quechua children in school.  Language and Education:  An International Journal 2(4), 239-253.

Haku iskwuylaman: La educación bilingüe y el mantenimiento del quechua.  Perú Indígena 27, 95-102.

1989                      

Can Peru's rural schools be agents for Quechua language maintenance?  Journal of Multilingual and Multicultural Development  10(2), 145-159.

Continua of biliteracy.  Review of Educational Research 59(3), 271-296.

Introduction:  Bilingual education and indigenous languages in the light of language planning.  International Journal of the Sociology of Language 77, 5-9.

Pupil participation and teacher techniques:  Criteria for success in a Peruvian bilingual education program for Quechua children.  International Journal of the Sociology of Language 77, 35-53.

Trámites and transportes (Paperwork and transportation):  The acquisition of second language communicative competence for one speech event in Puno, Peru.  Journal of Applied Linguistics  10(2), 214-230.

 

 

(Articles in  refereed   journals - continued)

 

1990                      

Bilingual education and English-only:  A language-planning framework.  Invited contribution to Courtney Cazden and Catherine Snow (Eds.), The Annals of the American Academy of Political and Social Science, Special Issue, entitled, English Plus:  Issues in Bilingual Education.  508, 12-26.

Creating successful learning contexts for bilingual literacy.  Teachers College Record  92(2), 212-229.

1991                                      

Language planning and internationalism.  Planning for Higher Education   19(3), 11-21.

1992                      

Biliteracy  contexts, continua, and contrasts: Policy and curriculum for Cambodian and Puerto Rican students in Philadelphia.  Education and Urban Society 24(2), 196-211.

Literacy  in South America.  Annual Review of Applied Linguistics 12 , 190-215.

Presenting a holistic and an emic view: The Literacy in Two Languages project.  Anthropology and Education Quarterly 23(2), 160-165.

1993                      

(Nancy H. Hornberger and Cheri Micheau)  Getting far enough to like it: Biliteracy in the middle school.  Peabody Journal of Education 69(1), 30-53.

Language policy and planning in South America.  Annual Review of Applied Linguistics 14, 220-239.

1994                      

Ethnography.  In Alister Cumming (ed. )   Alternatives in TESOL  research: Descriptive, interpretive, and  ideological orientations.   TESOL Quarterly 28(4), 673-703.

Literacy and language planning.  Language and Education: An International Journal 8(1&2), 75-86.

1995                      

Ethnography in linguistic perspective: Understanding school processes. Language and Education: An International Journal 9(4), 233-248.

Escrituralidad, preservación de la lengua y derechos humanos lingüísticos: Tres casos ilustrativos.  Alteridades 10, 67-78. (Universidad Autónoma Metropolitana de Mexico). Also on Literacy Online at http://www.literacyonline.org/LOL_spanish/escrituralidad.html

1996                      

Mother tongue literacy in the Cambodian community of Philadelphia.  International Journal of the Sociology of Language 119, 69-86.

(Nancy H. Hornberger and Kendall A. King).  Language revitalisation in the Andes: Can the schools reverse language shift?  Journal of Multilingual and Multicultural Development 17(6), 427-441.

(Thomas K. Ricento and Nancy H. Hornberger).  Unpeeling the onion: Language planning and policy and the ELT professional.  TESOL Quarterly 30(3), 401-427.

1997                      

Literacy, language maintenance, and linguistic human rights: Three telling cases.  International Journal of the Sociology of Language 127, 87-103.

1998

La educación bilingüe intercultural, la escrituralidad y los derechos humanos lingüísticos.  Revista Educación Intercultural Bilingüe2(3), 23-40 (Cotopaxi, Ecuador: Universidad Politécnica Salesiana).

Language policy, language education, language rights: Indigenous, immigrant, and international perspectives.  Language in Society 27(4), 439-458.

(Nancy H. Hornberger and Kendall A. King).  Authenticity and unification in Quechua language planning.  Language, Culture, and Curriculum 11(3), 390-410.

2000                                      

Bilingual education policy and practice in the Andes: Ideological paradox and intercultural possibility.  Anthropology and Education Quarterly 31(2), 173-201.

(Nancy H. Hornberger and Ellen Skilton-Sylvester).  Revisiting the continua of biliteracy: International and critical perspectives. Language and Education: An International Journal 14(2), 96-122.

(Melisa Cahnmann and Nancy H. Hornberger).  Understanding what counts: Issues of language, culture, and power in mathematics instruction and assessment.   Educators for Urban Minorities 1(2), 39-52.

2001

Ideological paradox and intercultural possibility: Andean language-in-education policy and practice and its relevance for South Africa.   South African Journal of Applied Language Studies 19(3&4), 215-230.

 

 

 (Articles in refereed journals – continued)

 

2002

Biliteracy and schooling for multilingual populations. International Journal of the Sociology of Language, 155/156

Multilingual language policies and the continua of biliteracy: An ecological approach. Language Policy, 1(1), 27-51. Available free online at http://www.kluweronline.com/issn/1568-4555

Multilingualism as resource and the ecology of language: Three cases of language education reform. TESOLANZ Journal 10, 1-21. (Wellington, New Zealand).

2003

La educación bilingüe intercultural, la escrituralidad y los derechos humanos lingüísticos.  Polifonía 6, 71-86. (Cuiabá, Brasil: Universidade Federal de Mato Grosso).

2004

The continua of biliteracy and the bilingual educator: Educational linguistics in practice.  International Journal of Bilingual Education and Bilingualism 7 (2&3), 155-171.  Available at http://repository.upenn.edu/gse_pubs/9

 (Nancy H. Hornberger and Serafin Coronel-Molina).  Quechua language shift, maintenance, and revitalization in the Andes: The case for language planning.  International Journal of the Sociology of Language  167, 9-67.

2005

(Bruce A. Evans and Nancy H. Hornberger).  No Child Left Behind: Repealing and unpeeling federal language education policy in the United States. Language Policy 4(1), 87-106.

Voz y biliteracidad en la revitalización de lenguas indígenas: Prácticas contensiosas en contextos Quechua, Guaraní, y Maori.  Qinasay: Revista de Educación Intercultural Bilingüe 3(3), 119-136.

Opening and filling up implementational and ideological spaces in heritage language education.  Modern Language Journal 89, 605-612.

2006

Voice and biliteracy in indigenous language revitalization: Contentious educational practices in Quechua, Guarani, and Maori contexts.  Journal of Language, Identity, and Education 5(4), 277-292.

 (Kendall A. King and Nancy H. Hornberger).  Quechua as a lingua franca.  Annual Review of Applied Linguistics 26, 177-194.

2007 (forthcoming)

(Nancy H. Hornberger and David C. Johnson).  Slicing the onion ethnographically: Layers and spaces in multilingual language education policy and practice. In V. Ramanathan & B. Morgan (Eds.), special issue on Language Policies and TESOL: Perspectives from Practice. TESOL Quarterly.

 

 

FOREWORDS / AFTERWORDS / PREFACES / COMMENTARIES

1994                      

Synthesis and discussion: Vitality, versatility, stability: Conditions for collaborative change.  Journal of American Indian Education (Teresa McCarty, Jerry Lipka, and Galena Sells Dick, Issue Editors) 33(3), 60-63.

1999

Foreword.  In Christian J. Faltis and Paula M. Wolfe (Eds.), So Much to Say: Adolescents, Bilingualism, and ESL in the Secondary School (pp. vii-x). New York: Teachers College Press.

Foreword.  In Lydia Nyati-Ramahobo, The National Language, a Problem or Resource: Implementation of the Language Policy in Botswana (pp. v-vi).  Gaborone: Pula Press.

Preface:  Maintaining and revitalising indigenous languages in Latin America: State planning vs. grassroots initiatives.   International Journal of Bilingual Education and Bilingualism 2 (3), 159-165.

2000                      

Afterword.  In Marilyn Martin-Jones and Kathryn Jones (Eds.),  Multilingual Literacies: Reading and Writing Different Worlds (pp. 353-367). Philadelphia: John Benjamins.

2003

Afterword: Linguistic anthropology of education (LAE) in context. In S. Wortham & B. Rymes (Eds.), Linguistic Anthropology of Education (pp. 245-270). Westport, Connecticut: Praeger.

Afterword: Ecology and ideology in multilingual classrooms.  International Journal of Bilingual Education and Bilingualism 6 (3&4), 296-302.

 

(Forewords and afterwords – continued)

 

2004

El proyecto Ni Roonda: Promover la literacidad en comunidades indígenas bilingües.  [Ni Roonda Project: Promoting literacy in bilingual indigenous communities] (2004). In L. Meyer, B. Maldonado, R. Ortiz, V. García (Eds.), Entre la Normatividad y la Comunalidad: Experiencias Educativas Innovadoras del Oaxaca Indígena Actual [Between National Standards and Communal Ways of Life: Innovative Educational Experiences from Indigenous Oaxaca Today] (pp. 374-378).  Oaxaca, Mexico: Instituto Estatal de Educación Pública de Oaxaca.

2005

Introduction. Heritage/community language education: US and Australian perspectives.  International Journal of Bilingual Education and Bilingualism 8(2&3), 101-108. Available at http://repository.upenn.edu/gse_pubs/10

2006

Afterword. Discursive approaches to understanding teacher collaboration: Policy into practice.  International Journal of Bilingual Education and Bilingualism 9(4), 495-499. Available at http://repository.upenn.edu/gse_pubs/24

 

 

CHAPTERS IN EDITED VOLUMES

1988                      

'Iman chay?':  Quechua children in Peru's schools.  In Henry Trueba and Concha Delgado-Gaitan (Eds.), School and Society: Learning Content through Culture  (pp. 99-117).  New York: Praeger.

1989                                      

Exitos y desfases en la educación bilingüe en Puno y la política lingüística peruana  (Successes and failures in bilingual education in Puno and language policy in Peru).   In Luis Enrique López and Ruth Moya   (Eds.),  Pueblos Indios, Estados y Educación : 46º· Congreso Internacional de Americanistas  (Indian Populations, States, and Education: The 46th International Congress of Americanists) (pp. 379-408).  Lima, Peru: Programa de Educación Bilingüe-Puno/Proyecto de Educación Bilingüe Intercultural/Programa de Educación Rural Andina.

1990                      

Teacher Quechua use in bilingual and non-bilingual classrooms of Puno, Peru.  In Rodolfo Jacobson and ChristianFaltis (Eds.), Language Distribution Issues in Bilingual Schooling (pp. 163-173).  Multilingual Matters, Ltd.

1991                      

Extending enrichment bilingual education:  Revisiting typologies and redirecting policy.  In Ofelia García (Ed.), Bilingual Education: Focusschrift in Honor of Joshua  A. Fishman on the Occasion of his 65th Birthday, Volume 1 (pp. 215-234).  Philadelphia:  John Benjamins. 

Spanish in the community:  Changing patterns of language use in highland Peru.  In Carol Klee (Ed.), Sociolinguistics of the Spanish-Speaking World: Iberia, Latin America, United States (pp. 141-162).  Tempe, Arizona: Bilingual Press/Editorial Bilingüe.

1992                      

Verse analysis of 'The Condor and the Shepherdess.' In Brian Swann (Ed.),   On the Translation of Native American Literatures  (pp. 441-469). Washington D.C.: Smithsonian Institution Press.

1993                      

The first workshop on Quechua and Aymara writing.  In Joshua A. Fishman (Ed.), The Earliest Stage of Language Planning: The “First Congress” Phenomenon  (pp. 233-256).  Berlin: de Gruyter.

1994                                      

Continua of biliteracy: Quechua literacy and empowerment in Peru.  In Ludo Verhoeven (Ed.), Functional Literacy: Theoretical Issues and Educational Implications (pp. 237-256).  Philadelphia: John Benjamins.

Continua of biliteracy.  In Bernardo Ferdman, Rose Marie Weber, and Arnulfo Ramírez  (Eds.), Literacy Across Languages and Cultures (pp. 103-139). (reprinted from Review of Educational Research ). Albany, New York: SUNY Press.

(Nancy H. Hornberger and Joel Hardman).  Literacy as cultural practice and cognitive skill:  Biliteracy in an ESL class and a GED program.   In David Spener (Ed.),  Adult Biliteracy in the United States (pp. 147-169).  Washington D.C.: Center for Applied Linguistics.

 

 (Chapters in edited volumes - continued)

 

(1994 cont.)

Whither bilingual education in Peru? Quechua literacy and empowerment.  In Peter Cole, Gabriella Hermon, and Mario Daniel Martin (Eds.),  Language in the Andes (pp. 74-89).  University of Delaware:  Latin American Studies Program.

1995                      

Creating successful learning contexts for bilingual literacy. Reprinted in Ofelia García and Colin Baker (Eds.), Policy and Practice in Bilingual Education: Extending the Foundations (pp. 176-189). Clevedon, UK: Multilingual Matters.

Five vowels or three?  Linguistics and politics in Quechua language planning in Peru.  In  James W. Tollefson (Ed.), Power and Inequality in Language Education (pp. 187-205).  Cambridge: Cambridge University Press.

Oral and literate cultures.   In Hartmut Günther and Otto Ludwig (Eds.), Writing and Its Use: An Interdisciplinary Handbook of International Research (pp. 424-431).  Berlin:Walter de Gruyter.

1996                      

Language and education.  In Sandra Lee McKay and Nancy H. Hornberger (Eds.), Sociolinguistics and Language Teaching (pp. 449-473). Cambridge: Cambridge University Press.

1998                      

(Nancy H. Hornberger and Luis Enrique López). Policy, possibility, and paradox: Indigenous multilingualism and education in Peru and Bolivia.  In Jasone Cenoz and Fred Genesee (Eds.), Beyond Bilingualism: Multilingualism and Multilingual Education (pp. 206-242).   Clevedon, England: Multilingual Matters Publishers.

1999                      

Language policy and ideological paradox: Bilingual intercultural education in the Andes.  In Jef Verschueren (Ed.), Language and Ideology: Selected Papers from the 6th International Pragmatics Conference, Volume 1 (pp. 223-245).  Antwerp: International Pragmatics Association.

Language and literacy planning.   In Daniel A. Wagner, Richard L. Venezky, Brian V. Street (Eds.), Literacy : An International Handbook (pp. 277-282). Boulder, Colorado: Westview Press.

(Nancy H. Hornberger and Kendall A. King).  Authenticity and unification in Quechua language planning .  In Stephen May (Ed.), Indigenous Community-Based Education (pp. 160-180).  Clevedon, UK: Multilingual Matters Publishers.

Hymes.  In Bernard Spolsky (Ed.), Concise Encyclopedia of Educational Linguistics (pp. 765-766).  Oxford: Elsevier Science Ltd.

Language education policy – Latin America. In Bernard Spolsky (Ed.), Concise Encyclopedia of Educational Linguistics (pp. 133-139).  Oxford: Elsevier Science Ltd.

Función y forma poética en "El cóndor y la pastora."  In Juan Carlos Godenzzi (Ed.), Tradición Oral Andina y Amazónica: Métodos de Análisis e Interpretación de Textos (pp. 81-147).  Cusco, Peru: Centro Las Casas.

2001

Criando contextos eficazes de aprendizagem para o letramento bilingüe. In Maria Ines Pagliarini Cox and Ana Antonia de Assis-Peterson (Eds.), Cenas de Sala de Aula (pp. 23-50).  Campinas, SP, Brazil: Mercado de Letras.

Educational linguistics as a field: A view from Penn’s program as it approaches its 25th anniversary.  In Robert Cooper, Elana Shohamy, and Joel Walters (Eds.), New Perspectives and Issues in Educational Language Policy: A Volume in Honor of Bernard Dov Spolsky (pp. 271-296). Philadelphia: John Benjamins.

Hymes.  In Raj Mesthrie (Ed.), Concise Encyclopedia of Sociolinguistics (p. 882). Oxford: Elsevier.

(Nancy H. Hornberger and Keith Chick).  Co-constructing school safetime: Safetalk practices in Peruvian and South African classrooms.  In Marilyn Martin-Jones and Monica Heller (Eds.),  Voices of Authority: Education and Linguistic Difference (pp. 31-55).  Westport, Connecticut: Ablex.

 (Nancy H. Hornberger and Kendall A. King).  Reversing Quechua language shift in South America.  In Joshua A. Fishman (Ed.), Can Threatened Languages be Saved?  Reversing Language Shift Revisited (pp. 166-194).  Clevedon: Multilingual Matters.

 

 

 

 

(Chapters in edited volumes - continued)

 

2002                      

Language shift and language revitalization.  In Robert B. Kaplan (Ed.), Oxford Handbook of Applied Linguistics (pp. 365-373).  New York: Oxford University Press.

"Remember I said": Cambodian students' second language literacy development in a mainstream classroom.  In Zeynep F. Beykont (Ed.), The Power of Culture: Teaching Across Language Difference (pp. 73-88).  Cambridge, MA: Harvard Education Publishing Group.

2003

Literacy and language planning.  Reprinted in C.B. Paulston and G. R. Tucker (Eds.), Sociolinguistics: The Essential Readings (pp. 449-459). Malden, MA: Blackwell Publishing.

La enseñanza de y en quechua en el PEEB.  In Ingrid Jung and Luis Enrique López (Eds.), Abriendo la Escuela: Lingüística Aplicada a la Enseñanza de Lenguas (pp. 160-181). Madrid: Ediciones Morata.

2005

Biliteracy. In R. Beach, J. Green, M. Kamil and T. Shanahan (Eds.), Multidisciplinary Perspectives on Literacy Research (pp. 319-347). Cresskill, NJ: Hampton Press.

Student voice and the media of biliteracy in bi(multi)-lingual/ multicultural classrooms.  In Teresa McCarty (Ed.), Language, Literacy, and Power in Schooling (pp. 151-167). Mahwah, NJ: Lawrence Erlbaum.

(Kendall A. King and Nancy H. Hornberger).  Literacies in families and communities.  In Nina Bascia et al. (Eds.), International Handbook of Educational Policy (pp. 715-734).  Dordrecht, The Netherlands: Springer.

2006

Frameworks and models in language policy and planning.  In Thomas Ricento (Ed.), An Introduction to Language Policy: Theory and Method (pp. 24-41).  Malden, MA: Blackwell Publishing.

Negotiating methodological rich points in applied linguistics research: An ethnographer’s view.  In Micheline Chalhoub-Deville, Carol Chappelle, and Patricia Duff (Eds.), Inference and Generalizability in Applied Linguistics: Multiple Research Perspectives (pp. 221-240).  Dordrecht, The Netherlands: John Benjamins.

Nichols to NCLB: Local and global perspectives on U.S. language education policy.  In Ofelia García, Tove Skutnabb-Kangas, & María Torres Guzmán (Eds.), Imagining Multilingual Schools: Languages in Education (pp. 223-237). Clevedon, UK: Multilingual Matters.

2007 (forthcoming)

Continua of biliteracy.  In Angela Creese, Peter Martin, & Nancy H. Hornberger (Eds.), Encyclopedia of Language and Education, Volume 9: Ecology of Language.  Springer.

Continua of biliteracy. In Josué M. González (Ed.), Encyclopedia of Bilingual Education in the United States.  Sage Publications.

 (Nancy H. Hornberger and Francis M. Hult).  Educational Linguistics.  In Keith Brown (Ed.), Encyclopedia of Language and Linguistics.  Oxford, UK: Elsevier.

(Nancy H. Hornberger and Francis M. Hult).  Ecological language education policy.  In Bernard Spolsky and Francis M. Hult (Eds.), Handbook of Educational Linguistics.  Blackwell.

(Nancy H. Hornberger and Shuhan C. Wang).  Who are our Heritage Language Learners?  Identity and biliteracy in heritage language education in the United States.  In Donna Brinton and Olga Kagan (Eds.), Heritage Language: A New Field Emerging.  Mahwah, NJ: Lawrence Erlbaum.

 

 

ARTICLES IN WORKING PAPERS AND NEWSLETTERS

1983                                      

Nancy Hughes Hornberger '72.  Radcliffe in Latin America # 1 (June).

1986                                      

Should Quechua be used in Puno's rural schools?  In Working Papers in Educational Linguistics  (University of Pennsylvania Graduate School of Education)  2(1), 25-53.

1990                                      

Actions and reflections:  A day in the life of a school-community ethnographer.  Newsletter of the Graduate School of Education, (Spring, pp. 1, 4,8).  University of Pennsylvania.

Creating successful learning contexts for biliteracy.   In Working Papers in Educational Linguistics  (University of Pennsylvania Graduate School of Education) 6(1), 1-21.

Quechua.   In Penn Language News #2, page 12.  Penn Language Center,  University of Pennsylvania.

 

(Articles in working papers – continued)

 

1997

Language policy, language education, and language rights: Indigenous, immigrant, and international perspectives.  Working Papers in Educational Linguistics (University of Pennsylvania Graduate School of Education) 13 (2), 1-21.

1998

Indigenous and intercultural bilingual education in South America.  LED News 1997-1998, pp. 22-23.  (University of Pennsylvania Graduate School of Education, Language in Education Division).

1999

(Melisa Cahnmann and Nancy H. Hornberger).  Math + language + culture.  LED News 1998-1999, pp. 1 ff. (University of Pennsylvania Graduate School of Education, Language in Education Division).

(Nancy H. Hornberger, Leslie Harsch, and Bruce Evans).  Language Education of Language Minority Students in the United States: Six  Nation Education Research Project Country Report.  Working Papers in Educational Linguistics 15(1), vii-xiv, 1-92.

2000

(Serafin Coronel-Molina and Nancy H. Hornberger).  World Languages Report: Quechua.  UNESCO: World Languages Report.

2001

Educational linguistics as a field: A view from Penn's program on the occasion of its 25th anniversary. Working Papers in Educational Linguistics, 17(1-2), 1-26.

2002

An ecological approach to bilingual education.  GSE News.  Fall.

2003

English in the global ecology of languages: The value of multilingualism. Business Issues 2, pp. 2-6 [Publication of the Business English Special Interest Group of the International Association of Teachers of English as a Foreign Language, IATEFL, edited by Oleg Tarnopolsky, Dnipropetrovsk, Ukraine].

2005

Nichols to NCLB: Local and global perspectives on U.S. language education policy.  Working Papers in Educational Linguistics 20(2), 1-17.  Available at http://www.wpel.net//archive.html

 

 

ARTICLES AND REPORTS AVAILABLE ON-LINE (and others, see above)

 

2003

Política y práctica educativa bilingües en los Andes: la paradoja ideológica y la posibilidad intercultural.  Available free online from the Diploma in Bilingual Intercultural Education at the Universidad Pedagógica Nacional de Mexico at http://interbilingue.ajusco.upn.mx

2002

Multilingual language policies and the continua of biliteracy: An ecological approach. Language Policy, 1(1), 27-51. Available free online from the publisher at http://www.kluweronline.com/issn/1568-4555

2001

 Educational linguistics as a field: A view from Penn's program on the occasion of its 25th anniversary. Working Papers in Educational Linguistics, 17(1-2), 1-26.  Available free online from the publisher at http://www.wpel.net//archive.html

Scholar Story on Visit to Paraguay, September 26 – October 7, 2001.  Council for International Exchange of Scholars, Fulbright Senior Specialist Program. http://www.cies.org/specialists/ss_whemis.htm

1999

Report on Academic Specialist Visit to South Africa, August 2–17, 1999. U.S. Department of State, Bureau of Educational and Cultural Affairs, Office of English Language Programs. http://exchanges.state.gov/education/engteaching/hor0899.htm

1995

Escrituralidad, preservación de la lengua y derechos humanos lingüísticos: Tres casos ilustrativos.