The continua of biliteracy and the bilingual educator: Educational linguistics in practice

Bilingualism and Language Pedagogy

Volumn , Issue , 2004, Pages 63-79

  Hornberger, Nancy H ^a  

^a UNIVERSITY OF PENNSYLVANIA   (United States)

Author keywords

Global english; Language and content; Language and identity; Language planning; Language teacher education; Nonstandard languages in education

Indexed keywords

EID: 79551473153     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Chapter

References (48)

1. Bakhtin, M. (1981) The Dialogic Imagination. Austin: University of Texas Press.
2. Brutt-Griffler, J. (2002) World English: A Study of its Development. Clevedon: Multilingual Matters.
3. Cahnmann, M. (2003) To correct or not to correct bilingual students’ errors is a question of continua-ing reimagination. In N.H. Hornberger (ed.) Continua of Biliteracy: An Ecological Framework for Educational Policy, Research, and Practice in Multilingual Settings (pp. 187-204). Clevedon: Multilingual Matters.
4. Cahnmann, M. and Hornberger, N.H. (2000) Understanding what counts: Issues of language, culture, and power in mathematics instruction and assessment. Educators for Urban Minorities 1 (2), 39-49.
5. Cochran-Smith, M. and Lytle, S. (1999) Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24, 249-305.
6. Cope, B. and Kalantzis, M. (eds) (2000) Multiliteracies: Literacy Learning and the Design of Social Futures. London: Routledge.
7. Creese, A. and Martin, P. (eds) (2003) Multilingual classroom ecologies: Interrelationships, interactions, and ideologies. International Journal of Bilingual Education and Bilingualism (Entire issue).
8. Cummins, J. (1996) Negotiating Identities: Education for Empowerment in a Diverse Society. Ontario, CA: California Association for Bilingual Education.
9. Cummins, J. (2003) Foreword. In N.H. Hornberger (ed.) Continua of Biliteracy: An Ecological Framework for Educational Policy, Research, and Practice in Multilingual Settings (pp. vii-xi). Clevedon: Multilingual Matters.
10. Duff, P.A. and Uchida, Y. (1997) The negotiation of teachers’ sociocultural identities and practices in postsecondary EFL classrooms. TESOL Quarterly 31 (3), 451-486.
11. Gee, J.P., Hull, G. and Lankshear, C. (1996) The New Work Order: Behind the Language of the New Capitalism. Boulder, Colorado: Westview Press.
12. Giroux, H.A. (1992) Border Crossings: Cultural Workers and the Politics of Education. London: Routledge.
13. Green, J.L. and Dixon, C.N. (1993) Talking knowledge into being: Discursive and social practices in classrooms. Linguistics and Education 5 (3&4), 231-239.
14. Hall, K. (1999) Understanding educational processes in an era of globalisation. In E.C. Lagemann and L.S. Shulman (eds) Issues in Education Research (pp. 121-156). San Francisco: Jossey-Bass Publishers.
15. Halliday, M.A.K. (1985) An Introduction to Functional Grammar. Baltimore, MD: Edward Arnold.
16. Haugen, E. (1972) The Ecology of Language. Stanford, CA: Stanford University Press.
17. Heller, M. and Martin-Jones, M. (eds) (2001) Voices of Authority: Education and Linguistic Difference. Norwood, NJ: Ablex.
18. Hornberger, N.H. (1989) Continua of biliteracy. Review of Educational Research 59 (3), 271-296.
19. Hornberger, N.H. (1990) Creating successful learning contexts for bilingual literacy. Teachers College Record 92 (2), 212-229.
20. Hornberger, N.H. (2001a) Educational linguistics as a field: A view from Penn’s programme as it approaches its 25th anniversary. In R.L. Cooper, E. Shohamy and J. Walters (eds) New Perspectives and Issues in Educational Language Policy: A Festschrift for Bernard Dov Spolsky (pp. 271-296). Philadelphia: John Benjamins.
21. Hornberger, N.H. (2001b) Educational linguistics as a field: A view from Penn’s programme on the occasion of its 25th anniversary. Working Papers in Educational Linguistics 17 (1-2), 1-26.
22. Hornberger, N.H. (2002a) Introduction. PennGSE Perspectives on Urban Education (2), at www.urbanedjournal.org.
23. Hornberger, N.H. (2002b) Multilingual language policies and the continua of biliteracy: An ecological approach. Language Policy 1 (1), 27-51.
24. Hornberger, N.H. and Ricento, T.K. (1996) Language planning and policy and the English language teaching profession. TESOL Quarterly 30 (3), entire issue.
25. Hornberger, N.H. and Skilton-Sylvester, E. (2000) Revisiting the continua of biliteracy: International and critical perspectives. Language and Education: An International Journal 14 (2), 96-122.
26. Hymes, D.H. (1972) On communicative competence. In J. B. Pride and J. Holmes (eds) Sociolinguistics: Selected Readings (pp. 269-293). Harmondsworth: Penguin Books.
27. Hymes, D.H. (1964) Introduction: Toward ethnographics of communication. American Anthropologist 66 (6), 1-34.
28. Kaplan, R.B. and Baldauf, R.B. (1997) Language Planning: From Practice to Theory. Clevedon, UK: Multilingual Matters.
29. Kress, G. (1997) Before Writing: Rethinking the Paths to Literacy London: Routledge.
30. Kress, G. and Leeuwen, T.V. (1996) Reading Images: The Grammar of Visual Design. London: Routledge.
31. Leung, C., Harris, R. and Rampton, B. (1997) The idealised native speaker, reified ethnicities, and classroom realities. TESOL Quarterly 31 (3), 543-560.
32. Martin-Jones, M. and Heller, M. (1996) Introduction to the special issues on education in multilingual settings: Discourse, identities, and power. Linguistics and Education 8 (1), 3-16.
33. New London Group (1996) A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review 66 (1), 60-92.
34. Pennycook, A. (1994) The Cultural Politics of English as an International Language. London: Longman.
35. Phillipson, R. and Skutnabb-Kangas, T. (1996) English only worldwide or language ecology? TESOL Quarterly 30 (3), 429-452.
36. Ricento, T.K. and Hornberger, N.H. (1996) Unpeeling the onion: Language planning and policy and the ELT professional. TESOL Quarterly 30 (3), 401-428.
37. Schwinge, D. (2003) Enabling biliteracy: Using the continua of biliteracy to analyse curricular adaptations and elaborations. In N.H. Hornberger (ed.) Continua of Biliteracy: An Ecological Framework for Educational Policy, Research, and Practice in Multilingual Settings (pp. 248-265). Clevedon: Multilingual Matters.
38. Skilton-Sylvester, E. (1997) Inside, outside, and in-between: Identities, literacies, and educational policies in the lives of Cambodian women and girls in Philadelphia. Unpublished Ph.D., University of Pennsylvania, Philadelphia.
39. Skilton-Sylvester, E. (2003) Legal discourse and decisions, teacher policymaking and the multilingual classroom: Constraining and supporting Khmer/English biliteracy in the United States. International Journal of Bilingual Education and Bilingualism 6 (3&4), 168-184.
40. Skutnabb-Kangas, T. (1998a) Linguistic diversity, human rights and the ‘free’ market. In M. Kontra, R. Phillipson, T. Skutnabb-Kangas and T. Várady (eds) Approaches to Linguistic Human Rights. Budapest: Central European University Press.
41. Skutnabb-Kangas, T. (1998b) The politics of (ESL in) multilingual education: Languages, culture, power and liberation. Unpublished manuscript.
42. Street, B. (1999) New literacies in theory and practice: What are the implications for language in education? Linguistics and Education 10 (1), 1-24.
43. Tollefson, J.W. (1991) Planning Language, Planning Inequality: Language Policy in the Community. London: Longman.
44. Tsuda, Y. (1994) The diffusion of English: Its impact on culture and communication. Keio Communication Review 16, 49-61.
45. Valdés, G. (1981) Pedagogical implications of teaching Spanish to the Spanish-speaking in the United States. In G. Valdés, A.G. Lozano and R. García-Moya (eds) Teaching Spanish to the Hispanic Bilingual: Issues, Aims, and Methods (pp. 3-29). New York: Teachers College Press.
46. Valdés, G. (1983) Planning for biliteracy. In L. Elías-Olivares (ed.) Spanish in the US Setting: Beyond the Southwest (pp. 259-262). National Clearinghouse for Bilingual Education.
47. Valdés, G. (1997) Dual-language immersion programs: A cautionary note concerning the education of language-minority students. Harvard Educational Review 67 (3), 391-429.
48. Varghese, M.M. (2000) Bilingual teachers-in-the-making: Advocates, classroom teachers, and transients. Unpublished PhD thesis, University of Pennsylvania, Philadelphia.