Dr. Nancy H. Hornberger

Goldie Anna Professor of Education
Director, Educational Linguistics Program
Language and Literacy in Education Division
Graduate School of Education
University of Pennsylvania
3700 Walnut Street
Philadelphia, Pennsylvania 19104-6216
Phone & Fax: (215) 898-7957
E-mail: nancyh@gse.upenn.edu

 

Research Interests
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 as well.

Dr. Hornberger pursues the answers to two questions in particular in her investigations:

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. 

 

Selected Publications

(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), 277-292.

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, 17

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, 439–458.

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.

 

Presentations
(The following documents are in PDF format. You will need Acrobat Reader to view them.)

Sabbatical Sojourns

 

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Date Last Modified: 09/14/2009