The ethnography of language policy

Ethnography and Language Policy

Volumn , Issue , 2014, Pages 273-289

  Hornberger, Nancy H ^a   Johnson, David Cassels ^b  

^a UNIVERSITY OF PENNSYLVANIA   (United States)

^b Washington State   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85129938078     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Chapter

References (66)

1. Arthur, J. (2004). Language at the margins: The case of Somali in Liverpool. Language Problems and Language Planning, 28 (3), 217-240.
2. Bakhtin, M. (1981). The dialogic imagination. Austin, TX: University of Texas Press.
3. Ball, S. J. (2006). Education policy and social class: The selected works of Stephen J. Ball. London and New York, NY: Taylor and Francis.
4. Baltodano, M. (2004). Latino immigrant parents and the hegemony of Proposition 227. Latino Studies, 2 (2), 246-253.
5. Barton, D., & Hamilton, M. (1998). Local literacies. London, UK: Routledge.
6. Blommaert, J. (2005a). Situating language rights: English and Swahili in Tanzania revisited. Journal of Sociolinguistics, 9 (3), 390-417.
7. Blommaert, J. (2005b). Discourse: A critical introduction. Cambridge, UK: Cambridge University Press.
8. Blommaert, J. (2005c). Bourdieu the ethnographer: The ethnographic grounding of habitus and voice. The Translator, 11 (2), 219-236.
9. Canagarajah, A. S. (ed.). (2005). Reclaiming the local in language policy and practice. Mahwah, NJ: Lawrence Erlbaum.
10. Canagarajah, S. (1995). Functions of codeswitching in the ESL classroom: Socialising bilingualism in Jaffna. Journal of Multilingual and Multicultural Development, 16 (3), 173-196.
11. Canagarajah, S. (1997). Safe houses in the contact zone: Coping strategies of African American students in the academy. College Composition and Communication, 48 (2), 173-196.
12. Canagarajah, S. (2006). Ethnographic methods in language policy. In T. Ricento (ed.), An Introduction to language policy: Theory and method (pp. 153-169). Malden, MA: Blackwell.
13. Cowie, C. (2007). The accents of outsourcing: The meanings of "neutral" in the Indian call centre industry. World Englishes, 26 (3), 316-330.
14. Creese, A. (2004). Bilingual teachers in mainstream secondary school classrooms: Using Turkish for curriculum learning. International Journal of Bilingual Education and Bilingualism, 7 (2 & 3), 189-203.
15. Davis, K. (1994). Language planning in multilingual contexts: Policies, communities, and schools in Luxembourg. Philadelphia, PA: John Benjamins.
16. Freeman, R. D. (1998). Bilingual education and social change. Clevedon, UK: Multilingual Matters.
17. García, O. (2009). Bilingual education in the 21st century: A global perspective. Malden, MA: Wiley-Blackwell.
18. García, O., Skutnabb-Kangas, T., & Torres-Guzmán, M. (eds) (2006). Imagining multilingual schools: Languages in education and glocalization. Clevedon, UK: Multilingual Matters.
19. Geertz, C. (1983). Local knowledge: Further essays in interpretive anthropology. New York, NY: Basic Books.
20. Gumperz, J. (1968). The speech community. International Encyclopedia of the Social Sciences (pp. 381-386). New York, NY: Macmillan.
21. Heller, M., & Martin-Jones, M. (eds) (2001). Voices of authority: Education and linguistic difference. Norwood, NJ: Ablex.
22. Hornberger, N. H. (1988). Bilingual education and language maintenance: A southern Peruvian Quechua case. Berlin, Germany: Mouton de Gruyter.
23. Hornberger, N. H. (1992). Presenting a holistic and an emic view: The Literacy in Two Languages project. Anthropology and Education Quarterly, 23 (2), 160-165.
24. Hornberger, N. H. (ed.) (1996). Indigenous literacies in the Americas: Language planning from the bottom up. Berlin, Germany: Mouton de Gruyter.
25. Hornberger, N. H. (1998). Language policy, language education, language rights: Indigenous, immigrant, and international perspectives. Language in Society, 27 (4), 439-458.
26. Hornberger, N. H. (2002). Multilingual language policies and the continua of biliteracy: An ecological approach. Language Policy, 1 (1), 27-51.
27. Hornberger, N. H. (2006). Negotiating methodological rich points in applied linguistics research: An ethnographer's view. In M. Chalhoub-Deville, C. A. Chapelle, & P. Duff (eds), Inference and generalizability in applied linguistics (pp. 221-240). Philadelphia, PA: John Benjamins.
28. Hornberger, N. H. (ed.) (2008). Can schools save Indigenous languages? Policy and practice on four continents. Basingstoke, UK: Palgrave Macmillan.
29. Hornberger, N. H. (2009). Hymes's linguistics and ethnography in education. Text and Talk, 29 (3), 347-358.
30. Hornberger, N. H., & Johnson, D. C. (2007). Slicing the onion ethnographically: Layers and spaces in multilingual language education policy and practice. TESOL Quarterly, 41 (3), 509-532.
31. Hymes, D. (1980). Language in education: Ethnolinguistic essays. Washington, DC: Center for Applied Linguistics.
32. Hymes, D. (1990). Epilogue to "The things we do with words." In D. Carbaugh (ed.), Cultural communication and intercultural contact (pp. 419-429). Hillsdale, NJ: Lawrence Erlbaum.
33. Hymes, D. (1996). Ethnography, linguistics, narrative inequality: Toward an understanding of voice. Bristol, PA: Taylor and Francis.
34. Ivanic, R., Edwards, R., Barton, D., Martin-Jones, M., Fowler, Z., Hughes, B., Mannion, G., Miller, K., Satchwell, C., & Smith, J. (2009). Improving learning at college: Rethinking literacies across the curriculum. London, UK: Routledge.
35. Jaffe, A. (1999). Ideologies in action: Language politics on Corsica. Berlin, Germany: Mouton de Gruyter.
36. Johnson, D. C. (2007). Language policy within and without the School District of Philadelphia. Unpublished PhD dissertation, Department of Educational Linguistics, University of Pennsylvania.
37. Johnson, D. C. (2009). Ethnography of language policy. Language Policy, 8 (2), 139-159.
38. Johnson, D. C. (2010). Implementational and ideological spaces in bilingual education language policy. International Journal of Bilingual Education and Bilingualism, 13 (1), 61-79.
39. King, K. A. (2001). Language revitalization processes and prospects: Quichua in the Ecuadorian Andes. Clevedon, UK: Multilingual Matters.
40. Makoni, S., & Pennycook, A. (eds) (2007). Disinventing and reconstituting languages. Cleve- don, UK: Multilingual Matters.
41. Manyak, P. C. (2006). Fostering biliteracy in a monolingual milieu: Reflections on two counter-hegemonic English immersion classes. Journal of Early Childhood Literacy, 6 (3), 241-266.
42. Martin-Jones, M., & Jones, K. (eds) (2000). Multilingual literacies: Reading and writing different worlds. Philadelphia, PA: John Benjamins.
43. May, S. A. (1997). Critical ethnography. In N. H. Hornberger & D. Corson (eds), Research methods in language and education (pp. 197-206). Dordrecht, The Netherlands: Kluwer.
44. McCarty, T. L. (2004). Dangerous difference: A critical-historical analysis of language education policies in the United States. In J. W. Tollefson & A. B. M. Tsui (eds), Medium of instruction policies: Which agenda? Whose agenda? (pp. 71-93). Mahwah, NJ: Lawrence Erlbaum.
45. McCarty, T. L. (guest ed.) (2008). American Indian, Alaska Native, and Native Hawaiian education in the era of standardization and NCLB. Theme issue, Journal of American Indian Education, 47(1).
46. McCarty, T. L., Romero-Little, M. E., & Zepeda, O. (2008). Indigenous language policies in social practice: The case of Navajo. In K. A. King, N. Schilling-Estes, L. Fogle, J. J. Lou, & B. Soukup (eds), Sustaining linguistic diversity: Endangered and minority languages and language varieties (pp. 159-172). Washington, DC: Georgetown University Press.
47. Menken, K. (2008). English learners left behind: Standardized testing as language policy. Clevedon, UK: Multilingual Matters.
48. Ochs, E. (1988). Culture and language development: Language acquisition and language socialization in a Samoan village. New York, NY: Cambridge University Press.
49. Olson, K. (2007). Lost opportunities to learn: the effects of education policy on primary language instruction for English learners. Linguistics and Education, 18 (2), 121-141.
50. Patrick, R. (2008). Perspectives on change: A continued struggle for academic success and cultural relevancy at an American Indian school in the midst of No Child Left Behind. Journal of American Indian Education, 47 (1), 65-81.
51. Pike, K. (1967 [1954]). Etic and emic standpoints for the description of behavior. In K. Pike (ed.), Language in relation to a unified theory of the structure of human behavior (pp. 37-72). The Hague, The Netherlands: Mouton.
52. Ramanathan, V. (2005). Rethinking language planning and policy from the ground up: Refashioning institutional realities and human lives. Current Issues in Language Planning, 6 (2), 89-101.
53. Ricento, T. K., & Hornberger, N. H. (1996). Unpeeling the onion: Language planning and policy and the ELT professional. TESOL Quarterly, 30 (3), 401-428.
54. Robinson-Pant, A. (2001). Women's literacy and health: Can an ethnographic researcher find the links? In B. Street (ed.), Literacy and development: Ethnographic perspectives (pp. 152-170). London, UK: Routledge.
55. Schiffman, H. F. (1996). Linguistic culture and language policy. London, UK: Routledge.
56. Schiffman, H. F. (2003). Tongue-tied in Singapore: A language policy for Tamil? Journal of Language, Identity, and Education, 2 (2), 105-125.
57. Shohamy, E. (2006). Language policy: Hidden agendas and new approaches. New York, NY: Routledge.
58. Stritikus, T. (2002). Immigrant children and the politics of English-only. New York, NY: LFB Scholarly Publishing.
59. Tollefson, J. W. (1991). Planning language, planning inequality: Language policy in the community. London, UK: Longman.
60. Van der Aa, J. (2009). English and education in postcolonial Barbados: Restoring creole communicative competence. Unpublished manuscript.
61. Varghese, M. (2004). Professional development for bilingual teachers in the United States: A site for articulating and contesting professional roles. International Journal of Bilingual Education and Bilingualism, 7 (2 & 3), 222-237.
62. Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
63. Watanabe, S. (2008). "Because we do not know their way": Standardizing practices and peoples through habitus, the NCLB "highly-qualified" mandate, and PRAXIS I examinations. Journal of American Indian Education, 47 (1), 118-135.
64. Wax, R. H. (1971). Doing fieldwork: Warnings and advice. Chicago, IL: University of Chicago Press.
65. Wedin, A. (2005). Language ideologies and schooled education in rural Tanzania: The case of Karagwe. International Journal of Bilingual Education and Bilingualism, 8 (6), 568-587.
66. Wiese, A. M. (2001). To meet the needs of the kids, not the program: Teachers constructing policy, program, and practice in a bilingual school. Unpublished PhD dissertation, Graduate School of Education, University of California, Berkeley.