Working Papers in Educational Linguistics (WPEL)

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1548-3134
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Education
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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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Author: Hornberger, Nancy H ×

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  • Publication
    Should Quechua Be Used in Puno's Rural Schools?
    (1986-04-01) Hornberger, Nancy H
    This paper speculates on the possibilities for planning for language maintenance in one particular case. It considers the pros and cons of using Quechua in schools serving Quechua-speaking communities in rural highland Puno, Peru, from the point of view of its bearing on Quechua language maintenance. The paper is based on a two-year ethnographic sociolinguistic study in two communities of Puno. The study compared uses Quechua and Spanish in the communities and their schools, one of which participated in a bilingual education project. It also compared attitudes of community members toward the two languages. The paper draws from the findings of the research in discussing two questions: Can language maintenance be planned?; and Can schools be agents for language maintenance?
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    From Student Shyness to Student Voice: Mapping Biliteracy Teaching in Indigenous Contexts
    (2017-04-01) Hornberger, Nancy H; Kvietok Dueñas, Frances
    Drawing on an ethnographic monitoring engagement with Kichwa intercultural bilingual educators in the Peruvian Amazon, we argue for ethnographic monitoring (Hymes, 1980) as a method and the continua of biliteracy (Hornberger, 1989, 1990, 2003; Hornberger & Skilton-Sylvester, 2000) as a heuristic for mapping biliteracy teaching in Indigenous contexts of bilingualism. Through our mapping, we uncover tensions in the teaching of majoritized languages in Indigenous contexts of postcoloniality, challenge constructs of student shyness, and propose pedagogies to support the flourishing of student voice in bilingual education.
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    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.
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    On Not Taking Language Inequity for Granted: Hymesian Traces in Ethnographic Monitoring of South Africa's Multilingual Language Policy
    (2013-04-01) Hornberger, Nancy H
    South African higher education is at a critical juncture in the implementation of South Africa’s multilingual language policy promoting institutional status for nine African languages, English and Afrikaans. Drawing on more than a decade of short-term ethnographic work in South Africa, I recently engaged in participant-observation and dialogue with faculty, administrators, undergraduate and post-graduate students at the University of Limpopo and the University of KwaZulu-Natal to jointly assess current implementation and identify next steps and strategies for achieving truly multilingual teaching, learning and research. Concurring with Hymes that ethnographic monitoring of programs can be of great importance with regard to educational success and political consequences, I undertook my work from a collaborative stance, in which the participants and I jointly sought to describe and analyze current communicative conduct, uncover emergent patterns and meanings in program implementation, and evaluate the program and policy in terms of social meanings (Hymes, 1980). Hymes often reminded applied and educational linguists that despite the potential equality of all languages, differences in language and language use too often become a basis for social discrimination and actual inequality. While scholars may take these insights for granted after decades of scholarship, we nevertheless have our work cut out in raising critical language awareness in education and society more broadly. “We must never take for granted that what we take for granted is known to others” (Hymes, 1992, p. 3). Ethnographic monitoring in education offers one means toward not taking language inequality for granted.
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    Creating successful learning contexts for biliteracy
    (1990-04-01) Hornberger, Nancy H
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