Dr. Hornberger investigates language and education in culturally
and linguistically diverse settings, using an approach which combines
methods and perspectives from anthropology, linguistics, sociolinguistics,
and policy studies. She gives special attention to educational policy
and practice for indigenous and immigrant language groups, compared across
national contexts. Her particular focus is on Quechua speaking populations
in Peru and Bolivia and Cambodian and Puerto Rican populations in Philadelphia,
but she also studies minority language groups in other parts of the world
Dr. Hornberger pursues the answers to two questions in particular in
1. What educational approaches best serve language minority children?
2. What policies, programs and circumstances encourage or contribute
to minority language maintenance?
Dr. Hornberger's areas of specialization include language planning
and policy; bilingualism, bilingual education and biliteracy; and the
ethnography of communication.
(The following documents are in PDF format. You will need Acrobat
Reader to view them.)
Hornberger, N. H. (2009). Multilingual education policy and practice: Ten certainties (grounded in Indigenous experience). Language Teaching 42(2): 197-211.
Hornberger, N. H. and V. Vaish (2008). Multilingual language policy and school linguistic practice: Globalization and English-language teaching in India, Singapore, and South Africa. Compare: A Journal of Comparative Education.
Hornberger, N. H. (2007). Encyclopedia
of Language and Education. 2nd ed., (Springer)
Hornberger, N. H. (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),
Nancy H. Hornberger (2006). Discursive
Approaches to Understanding Teacher Collaboration: Policy into Practice.
International Journal of Bilingual Education and Bilingualism, 9,
Issues 4, 495-499.
Nancy H. Hornberger (2005). Heritage/Community
Language Education: US and Australian Perspectives. International
Journal of Bilingual Education and Bilingualism, 8,
Issue 2&3, 2005, 101-108.
Nancy H. Hornberger (2004). The
Continua of Biliteracy and the Bilingual Educator: Educational Linguistics
in Practice. International Journal of Bilingual Education and
Bilingualism, 7, Issues 2&3, 155-171.
Hornberger, Nancy H. (2002). Multilingual
Language Policies and The Continua of Biliteracy: An Ecological Approach.
Language Policy 1: 27–51
Hornberger, Nancy H. (2001). Educational
Linguistics as a Field: A View from Penn’s Program on the Occasion
of its 25th Anniversary. Working Papers in Educational Linguistics,
Hornberger, Nancy H. & Ellen Skilton-Sylvester (2000). Revisiting
the Continua of Biliteracy: International and Critical Perspectives.
Language and Education, 14, No. 2
Nancy H. Hornberger and Kendall A. King (1998). Authenticity
and Unification in Quechua Language Planning. Culture and Curriculum,
11, Issue 3, 1998, 390-410.
Hornberger, Nancy H. (1998). Language
policy, language education, language rights: Indigenous, immigrant,
and international perspectives. Language in Society, 27,
Nancy H. Hornberger and Kendall A. King (1996). Language
Revitalisation in the Andes: Can the Schools Reverse Language Shift?
Journal of Multilingual and Multicultural Development, 17,
Issue 6, 1996, 427-441.
(The following documents are in PDF
format. You will need Acrobat
Reader to view them.)