Hostname: page-component-586b7cd67f-tf8b9 Total loading time: 0 Render date: 2024-11-22T04:45:41.888Z Has data issue: false hasContentIssue false
  • English
  • Français

Reflect, Revisit, Reimagine: Ethnography of Language Policy and Planning

Published online by Cambridge University Press:  30 June 2020

Nancy H. Hornberger
Nancy H. Hornberger*
Affiliation:
University of Pennsylvania
*
*Corresponding author; E-mail: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

Tracing applied linguists’ interests in language policy and planning (LPP) as reflected in the pages of the Annual Review of Applied Linguistics since its founding in 1980, I focus on the emergence of, and current boom in, ethnographic LPP research. I draw on the ethnographic concept of ideological and implementational LPP spaces as scalar, layered policies and practices influencing each other, mutually reinforcing, wedging, and transforming ideology through implementation and vice versa. Doing so highlights how the perennial policy-practice gap is given nuance through exploration of the intertwining dynamics of top-down/bottom-up language planning activities and processes, monoglossic/heteroglossic language ideologies and practices, potential equality/actual inequality of languages, and critical/transformative research paradigms in LPP.

Type
Short Paper
Information
Annual Review of Applied Linguistics , Volume 40 , March 2020 , pp. 119 - 127
Check for updates
Copyright
Copyright © The Author(s), 2020. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

When we were both new assistant professors in Educational Linguistics at Penn in the mid-1980s, Tere Pica came back from a meeting of the American Association for Applied Linguistics (AAAL) reporting to me that language policy and planning (LPP) was a hot topic there. Little did we know then that I would find myself honored in the following decades to give two AAAL plenary talks on my ethnographic LPP work (Hornberger, 1998, 2009b). I mention these personally meaningful reflections as samples of AAAL's longtime support for and leadership in LPP scholarship – including the present retrospective and prospective look at ethnography of LPP in the Annual Review of Applied Linguistics and in our field. I am immensely grateful for all of it.

References

Antia, B. E., & van der Merwe, C. (2018). Speaking with a forked tongue about multilingualism in the language policy of a South African university. Language Policy. doi:https://doi.org/10.1007/s10993-018-9493-3Google Scholar
Anzures Tapia, A. (forthcoming). The Promise of Language Planning in Indigenous Early Childhood Education in Mexico. University of Pennsylvania.Google Scholar
Bhabha, H. (2015). Homi K. Bhabha in interview with Klaus Stierstorfer on “Diaspora and Home.” In Kläger, F. & Stierstorfer, K. (Eds.), Diasporic Constructions of Home and Belonging (pp. 11–20). DeGruyter.Google Scholar
Blackledge, A., & Creese, A. (2010). Multilingualism: A Critical Perspective. Continuum.Google Scholar
Blommaert, J. (2007). Sociolinguistic scales. Intercultural Pragmatics, 4(1), 1–19.CrossRefGoogle Scholar
Canagarajah, S. (1995). Functions of codeswitching in the ESL classroom: Socialising bilingualism in Jaffna. Journal of Multilingual and Multicultural Development, 16, 173–196.CrossRefGoogle Scholar
Canagarajah, S. (1997). Safe houses in the Contact Zone: Coping strategies of African American students in the academy. College Composition and Communication, 48, 173–196.CrossRefGoogle Scholar
Canagarajah, A. S. (Ed.) (2005). Reclaiming the Local in Language Policy and Practice. Lawrence Erlbaum.CrossRefGoogle Scholar
Canagarajah, S. (2006). Ethnographic methods in language policy. In Ricento, T. (Ed.), An Introduction to Language Policy: Theory and Method (pp. 153–169). Blackwell.Google Scholar
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(1–2), 27–45.Google Scholar
Chimbutane, F., & Benson, C. (2012). Expanded spaces for Mozambican languages in primary education: Where bottom-up meets top-down. International Multilingual Research Journal, 6(1), 8–21.CrossRefGoogle Scholar
Davis, K. (1994). Language Planning in Multilingual Contexts: Policies, Communities, and Schools in Luxembourg. John Benjamins.CrossRefGoogle Scholar
Davis, K. A. (1999). The sociopolitical dynamics of indigenous language maintenance and loss: A framework for language policy and planning. In Huebner, T. & Davis, K. A. (Eds.), Sociopolitical Perspectives on Language Policy and Planning in the USA (pp. 67–97). John Benjamins.CrossRefGoogle Scholar
De Korne, H., López Gopar, M. E., & Rios Rios, K. (2018). Changing ideological and implementational spaces for minoritised languages in higher education: Zapotequización of language education in Mexico. Journal of Multilingual and Multicultural Development. doi:10.1080/01434632.2018.1531876Google Scholar
Disbray, S. (2016). Spaces for learning: policy and practice for indigenous languages in a remote context. Language and Education, 30(4), 317–336.CrossRefGoogle Scholar
Flores, N., & Schissel, J. L. (2014). Dynamic bilingualism as the norm: Envisioning a heteroglossic approach to standards-based reform. TESOL Quarterly, 48(3), 454–479.CrossRefGoogle Scholar
Freeman, R. (1996). Dual-language planning at Oyster bilingual school: “It's much more than language.” TESOL Quarterly, 30(3), 557–582.CrossRefGoogle Scholar
Freeman, R. D. (1998). Bilingual Education and Social Change. Multilingual Matters.Google Scholar
García, O., Skutnabb-Kangas, T., & Torres-Guzmán, M. E. (Eds.). (2006). Imagining Multilingual Schools: Languages in Education and Glocalization. Multilingual Matters.CrossRefGoogle Scholar
Grabe, W. (1993/1994). Language Policy and Planning: Foreword. Annual Review of Applied Linguistics, 14, vii–xii.CrossRefGoogle Scholar
Groff, C. (2017). Language and language-in-education planning in multilingual India: a minoritized language perspective. Language Policy, 16(2), 135–164.CrossRefGoogle Scholar
Hammine, M. (2019). Our way of multilingualism: Translanguaging to break a chain of colonialism. In Seals, C. A. & Olsen-Reeder, V. (Eds.), Embracing Multilingualism Across Educational Contexts (pp. 100–125). Victoria University Press.Google Scholar
Hornberger, N. H. (1988). Bilingual Education and Language Maintenance: A Southern Peruvian Quechua Case. Mouton.CrossRefGoogle Scholar
Hornberger, N. H. (1998). Language policy, language education, language rights: Indigenous, immigrant, and international perspectives. Language in Society, 27(4), 439–458.CrossRefGoogle Scholar
Hornberger, N. H. (2002). Multilingual language policies and the continua of biliteracy: An ecological approach. Language Policy, 1(1), 27–51.CrossRefGoogle Scholar
Hornberger, N. H. (2006). Nichols to NCLB: Local and global perspectives on U.S. language education policy. In García, O., Skutnabb-Kangas, T., & Torres-Guzmán, M. (Eds.), Imagining Multilingual Schools: Languages in Education and Glocalization (pp. 223–237). Multilingual Matters.CrossRefGoogle Scholar
Hornberger, N. H. (Ed.) (2008). Can Schools save Indigenous languages? Policy and practice on four continents. Palgrave Macmillan.CrossRefGoogle Scholar
Hornberger, N. H. (2009a). Hymes’ linguistics and ethnography in education. Text & Talk: An Interdisciplinary Journal of Language, Discourse & Communication Studies, 29(3), 347–358.CrossRefGoogle Scholar
Hornberger, N. H. (2009b). Multilingual education policy and practice: Ten certainties (grounded in Indigenous experience). Language Teaching, 42(2), 197–211.CrossRefGoogle Scholar
Hornberger, N. H. (2015). Selecting appropriate research methods in language planning and policy research: Methodological rich points. In Hult, F. M. & Johnson, D. C. (Eds.), Research Methods in Language Policy and Planning: A Practical Guide (pp. 9–20). Wiley Blackwell.Google Scholar
Hornberger, N. H., Anzures Tapia, A., Hanks, D. H., Kvietok Dueñas, F., & Lee, S. S. (2018). Ethnography of language planning and policy. Language Teaching, 51(2), 152–186.CrossRefGoogle Scholar
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.CrossRefGoogle Scholar
Hornberger, N. H., & Johnson, D. C. (2011). The ethnography of language policy. In McCarty, T. L. (Ed.), Ethnography and Language Policy (pp. 273–289). Routledge.Google Scholar
Hornberger, N. H., & McCarty, T. L. (2012). Globalization from the bottom up: Indigenous language planning and policy across time, space, and place. International Multilingual Research Journal, 6(1), 1–7.CrossRefGoogle Scholar
Hornberger, N. H., & Outakoski, H. (2015). Sámi time, space, and place: Exploring teachers' metapragmatic statements on Sámi language use, teaching, and revitalization in Sápmi. Confero: Essays on Education, Philosophy and Politics, 3(1), 1–46.CrossRefGoogle Scholar
Hult, F. M. (2010). Analysis of language policy discourses across the scales of space and time. International Journal of the Sociology of Language, 202, 7–24.Google Scholar
Hymes, D. H. (1980a). Ethnographic monitoring. In Hymes, D., Language in Education: Ethnolinguistic Essays (pp. 104–118). Center for Applied Linguistics.Google Scholar
Hymes, D. (1980b). Speech and language: On the origins and foundations of inequality among speakers. In Hymes, D., Language in education: Ethnolinguistic essays (pp. 19–61). Center for Applied Linguistics.Google Scholar
Hymes, D. H. (1992). Inequality in language: Taking for granted. Penn Working Papers in Educational Linguistics, 8(1), 1–30.Google Scholar
Jaffe, A. (1999). Ideologies in Action: Language Politics on Corsica. Mouton.CrossRefGoogle Scholar
Jie, D., & Blommaert, J. (2009). Space, scale and accents: Constructing migrant identity in Beijing. Multilingua, 28(1), 1–24.Google Scholar
Johnson, D. C. (2009). Ethnography of language policy. Language Policy, 8, 139–159.CrossRefGoogle Scholar
Johnson, D. C. (2010). Implementational and ideological spaces in bilingual education language policy. International Journal of Bilingual Education and Bilingualism, 13(1), 61–79.CrossRefGoogle Scholar
Johnson, D. C. (2013). Language Policy. Palgrave Macmillan.CrossRefGoogle Scholar
Johnson, D. C., & Ricento, T. (2013). Conceptual and theoretical perspectives in language planning and policy: situating the ethnography of language policy. International Journal of the Sociology of Language, 219, 7–21.Google Scholar
Kaplan, R. B. (1982). Introduction. Annual Review of Applied Linguistics, 2, ix–xiv.CrossRefGoogle Scholar
King, K. A. (2001). Language Revitalization Processes and Prospects: Quichua in the Ecuadorian Andes. Multilingual Matters.CrossRefGoogle Scholar
Kvietok Dueñas, F. (2015). Negotiating ideological and implementational spaces for Indigenous languages in Peru. Working Papers in Educational Linguistics, 30(1), 21–41.Google Scholar
Link, H. (2011). Hola means Hello: The intersection of language ideologies and language policies in a school of the New Latino Diaspora. Working Papers in Educational Linguistics, 26(1), 101–120.Google Scholar
Manan, S. A., David, M. K., & Channa, L. A. (2019). Opening Ideological and implementational spaces for multilingual/plurilingual policies and practices in education: a snapshot of scholarly activism in Pakistan. Current Issues in Language Planning, 20(5), 521–543.CrossRefGoogle Scholar
May, S. (Ed.) (2013). The Multilingual Turn: Implications for SLA, TESOL, and Bilingual Education. Routledge.CrossRefGoogle Scholar
McCarty, T. L. (Ed.) (2011). Ethnography and Language Policy. Routledge.Google Scholar
McCarty, T. L. (2015). Ethnography in language planning and policy research. In Hult, F. M. & Johnson, D. C. (Eds.), Research Methods in Language Policy and Planning: A Practical Guide (pp. 81–93). Wiley Blackwell.Google Scholar
Menken, K., & García, O. (Eds.). (2010). Negotiating Language Policies in Schools: Educators as Policymakers. Routledge.CrossRefGoogle Scholar
Mortimer, K. S. (2013). Communicative event chains in an ethnography of Paraguayan language policy. International Journal of the Sociology of Language, 219, 67–99.Google Scholar
Mortimer, K. S., & Wortham, S. (2015). Analyzing language policy and social identification across heterogeneous scales. Annual Review of Applied Linguistics, 35, 160–172.CrossRefGoogle Scholar
Paciotto, C., & Delaney-Barmann, G. (2011). Planning micro-level language education reform in new diaspora sites: Two-way immersion education in the rural Midwest. Language Policy, 10(3), 221–243.CrossRefGoogle Scholar
Phyak, P. (2013). Language ideologies and local languages as the medium-of-instruction policy: a critical ethnography of a multilingual school in Nepal. Current Issues in Language Planning, 14(1), 127–143.CrossRefGoogle Scholar
Ricento, T. (2000). Historical and theoretical perspectives in language policy and planning. Journal of Sociolinguistics, 4(2), 196–213.CrossRefGoogle Scholar
Ricento, T. K., & Hornberger, N. H. (1996). Unpeeling the onion: Language planning and policy and the ELT professional. TESOL Quarterly, 30(3), 401–428.CrossRefGoogle Scholar
Schiffman, H. F. (2003). Tongue-tied in Singapore: A language policy for Tamil? Journal of Language, Identity, and Education, 2(2), 105–125.CrossRefGoogle Scholar
Shen, Q., & Gao, X. (2019). Multilingualism and policy making in Greater China: Ideological and implementational spaces. Language Policy, 18(1), 1–16.CrossRefGoogle Scholar
Shoba, J. A., & Chimbutane, F. (Eds.). (2013). Bilingual Education and Language Policy in the Global South. Routledge.CrossRefGoogle Scholar
Tollefson, J. W. (1991). Planning Language, Planning Inequality: Language Policy in the Community. Longman.Google Scholar
Wolcott, H. F. (2008). Ethnography: A Way of Seeing (2nd ed.). AltaMira Press.Google Scholar
Wortham, S. (2005). Socialization beyond the speech event. Journal of Linguistic Anthropology, 15(1), 95–112.CrossRefGoogle Scholar
Wortham, S. (2008). Linguistic anthropology of education. Annual Review of Anthropology, 37, 37–51.CrossRefGoogle Scholar
Wyman, L., Marlow, P., Andrew, C. F., Miller, G., Nicholai, C. R., & Rearden, Y. N. (2010). High stakes testing, bilingual education and language endangerment: A Yup'ik example. International Journal of Bilingual Education and Bilingualism, 13(6), 701–721.CrossRefGoogle Scholar
Zavala, V. (2014). An ancestral language to speak with the “Other”: Closing down ideological spaces of a language policy in the Peruvian Andes. Language Policy, 13(1), 1–20.CrossRefGoogle Scholar