Working Papers in Educational Linguistics (WPEL)

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1548-3134
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Education
Linguistics
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Working Papers in Educational Linguistics (WPEL) is a student managed journal that presents work primarily by students and faculty within the University of Pennsylvania community. WPEL's focus is on research specifically related to areas of educational linguistics. Areas of interest include, but are not limited to, second language acquisition, sociolinguistics, interlanguage pragmatics, language planning and policy, literacy, TESOL methods and materials, bilingual education, classroom research on language and literacy, discourse analysis, computer assisted language learning, language and gender, language and the professions, and language related curriculum design. WPEL is abstracted in LLBA and ERIC databases. WPEL also maintains an exchange with other working papers. Working Papers in Educational Linguistics Educational Linguistics Division Graduate School of Education 3700 Walnut Street Philadelphia, PA 19104-6216 Email: wpel@gse.upenn.edu www.gse.upenn.edu/wpel
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2012 - 20164
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Author: De Korne, Haley ×

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Now showing 1 - 4 of 4
  • Publication
    Allocating Authority and Policing Competency: Indigenous Language Teacher Certification in the United States
    (2013-04-01) De Korne, Haley
    This paper describes the recent increase in and diversity of regulations relating to Indigenous language teaching in the United States, and analyzes these regulations in relation to 1) the institutional format of the certification processes (characterized as mainstream versus separate), 2) the relative control of different social actors (characterized as community actors versus central authority actors), and 3) the language capacity or learning goals that the regulations support (characterized as full immersion versus limited enrichment). In addition to looking at teacher certification as an important practical component of Indigenous language education which can be managed in different ways, I consider its significance as an ideologically-driven process through which language norms and authority may be created and (following Blommaert et al., 2009) policed by various social actors. I conclude that it is valuable to consider different systems for regulating and institutionalizing language education, and the relationship between these systems and local ideologies of language education.
  • Publication
    Ways of Talking (and Acting) About Language Reclamation: An Ethnographic Perspective on Learning Lenape in Pennsylvania
    (2015-04-01) Hornberger, Nancy H; De Korne, Haley; Weinberg, Miranda
    The experiences of a community of people learning and teaching Lenape in Pennsylvania provide insights into the complexities of current ways of talking and acting about language reclamation. We illustrate how Native and non-Native participants in a university-based Indigenous language class constructed language, identity, and place in nuanced ways that, although influenced by essentializing discourses of language endangerment, are largely pluralist and reflexive. Rather than counting and conserving fixed languages, the actors in this study focus on locally appropriate language education, undertaken with participatory classroom discourses and practices. We argue that locally responsible, participatory educational responses to language endangerment such as this, although still rare in formal higher education, offer a promising direction in which to invest resources.
  • Publication
    “A treasure” and “a legacy”: Individual and Communal (Re)valuing of Isthmus Zapotec in Multilingual Mexico
    (2016-04-01) De Korne, Haley
    Speaking Isthmus Zapotec has represented different forms of material and symbolic capital at different times and places throughout the pre-Hispanic, colonial and post-colonial history of Mexico. This chapter explores the shifting and contrasting discourses of value around the language in the current era of neoliberal multiculturalism drawing on an ethnographic study of the use of Isthmus Zapotec in educational contexts in the Isthmus of Tehuantepec. The effects of educational politics across historical eras and into the present have largely devalued Isthmus Zapotec use and contributed to the material inequalities experienced by Isthmus Zapotec speakers. The social capital associated with Isthmus Zapotec remains subject to negotiation, however, as local actors continue to revalue Isthmus Zapotec through communal, genealogical and place-based discourses, as well as individualist, ahistorical and mobile discourses. This case illustrates the influence of both politico-economic trends and local agency in the negotiation of linguistic capital, and argues the importance of attending to local counter-discourses.
  • Publication