Opening and filling up implementational and ideological spaces in heritage language education

Modern Language Journal

Volumn 89, Issue 4, 2005, Pages 605-609

  Hornberger, Nancy H ^a  

^a UNIVERSITY OF PENNSYLVANIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 29244465473     PISSN: 00267902     EISSN: 15404781     Source Type: Journal    
DOI: None     Document Type: Review

References (28)

1. Albó, X. (1995). El resurgir de la identidad étnica: Desafíos prácticos y teóricos [The resurgence of ethnic identity: Practical and theoretical challenges]. In J. J. Klor de Alva, G. H. Gossen, M. León-Portilla, & M. G. Estévez (Eds.), De la palabra y obra en el nuevo mundo. Vol. 4. Tramas de la identidad. (pp. 409-438). Madrid, Spain: Siglo XXI de Espana.
2. Albó, X. (2000). Iguales aunque diferentes: Hacia unas políticas interculturales y lingüísticas para Bolivia [Equal but different: Toward intercultural and language policies for Bolivia]. La Paz, Bolivia: Ministerio de Educación, UNICEF y CIPCA.
3. Alexander, N. (2003). Language education policy, National and sub-national identities in South Africa. Strasbourg: Council of Europe.
4. Barnhardt, R., & Kawagley, A. O. (2005). Indigenous knowledge systems and Alaska native ways of knowing. Anthropology and Education Quarterly, 36, 8-23.
5. Chick, J. K. (2001). Constructing a multicultural national identity: South African classrooms as sites of struggle between competing discourses. Working Papers in Educational Linguistics, 17, 27-45.
6. Chick, J. K. (2003). Constructing a multicultural national identity: South African classrooms as sites of struggle between competing discourses. Journal of Multilingual and Multicultural Development, 23, 462-478.
7. Cummins, J. (1986). Empowering minority students: A framework for instruction. Harvard Educational Review, 56, 18-36.
8. Cummins, J. (1996). Negotiating identities: Education for empowerment in a diverse society. Ontario, CA: California Association for Bilingual Education.
9. Gustafson, B. (2002). Native languages and hybrid states: A political ethnography of Guarani engagement with bilingual education reform in Bolivia, 1989-1999. Unpublished doctoral dissertation, Harvard University, Cambridge, MA.
10. Gutiérrez, K. D., Baquedano-López, P., & Tejeda, C. (1999). Rethinking diversity: Hybridity and hybrid language practices in the third space. Mind, Culture, and Activity: An International, Journal, 6, 286-303.
11. Hornberger, N. H. (Ed.). (1996). Indigenous literacies in the Americas: Language planning from the bottom up. Berlin: Mouton.
12. Hornberger, N. H. (2002). Multilingual language policies and the continua of biliteracy: An ecological approach. Language Policy, 1, 27-51.
13. Hornberger, N. H. (Ed.). (2003). Continua of biliteracy: An ecological framework for educational policy, research and practice in multilingual settings, Clevedon, UK: Multilingual Matters.
14. Hornberger, N. H. (Ed.). (2005a). Heritage/community language education: U.S. and Australian perspectives [Special issue]. International Journal of Bilingual Education and Bilingualism, 8(2&3).
15. Hornberger, N. H. (2005b). Nichols to NCLB: Local and global perspectives on US language education policy. Working Papers in Educational Linguistics, 20(2).
16. Hornberger, N. H., & López, L. E. (1998). Policy, possibility and paradox: Indigenous multilingualism and education in Peru and Bolivia. In J. Cenoz &F. Genesee (Eds.), Beyond bilingualism: Multilingualism and multilingual education (pp. 206-242). Clevedon, UK: Multilingual Matters.
17. Hornberger, N. H., & Wang, S. C. (2005). Who are our heritage language learners? Identity and biliteracy in heritage language education in the United States. In D. M. Brinton & O. Kagan (Eds.), Heritage language acquisition: A new field emerging. Mahwah, NJ: Erlbaum.
18. Ismail, S. M., & Cazden, G. B. (2005). Struggles for indigenous education and self-determination: Culture, context, and collaboration. Anthropology and Education Quarterly, 36, 88-92.
19. Jeon, M. (2005). Language ideology, ethnicity, and biliteracy development: A Korean-American perspective. Un published doctoral dissertation, The University of Pennsylvania, Philadelphia.
20. Kaomea, J. (2005). Indigenous studies in the elementary curriculum: A cautionary Hawaiian example. Anthropology and Education Quarterly, 36, 24-42.
21. Morgan, M. J. (2005). Redefining the Ojibwe classroom: Indigenous language programs within large research universities. Anthropology and Education Quarterly, 36, 96-103.
22. Ogbu, J. U. (1978). Minority education and caste: The American system in cross-cultural perspective. New York: Academic Press.
23. Ogbu, J. U., & Simons, H. D. (1998). Voluntary and involuntary minorities: A cultural-ecological theory of school performance with some implications for education. Anthropology and Education Quarterly, 29(2), 312-334.
24. Pak, H. (2005). Language planning for biliteracy at a Korean American church school. Unpublished doctoral dissertation, The University of Pennsylvania, Philadelphia.
25. Rampton, B. (1995). Crossing: Language and ethnicity among adolescents. London: Longman.
26. Ricento, T. K., & Hornberger, N. H. (1996). Unpeeling the onion: Language planning and policy and the ELT professional. TESOL Quarterly, 30, 401-428.
27. Ruiz, R. (1984). Orientations in language planning. NABE Journal, 8(2), 15-34.
28. Wang, S. C. (2004). Biliteracy resource eco-system of inter-generational language and culture transmission: An ethnographic study of a Chinese-American community. Unpublished doctoral dissertation, The University of Pennsylvania, Philadelphia.