Nancy H. Hornberger is Professor of Education at the University of Pennsylvania, USA. She is an educational linguist and anthropologist researching on multilingual language education policy and practice in immigrant and Indigenous communities. With sustained commitment and work with Quechua speakers and bilingual intercultural education in the Andes beginning in 1974, she has also taught, lectured, and advised internationally as U.S. State Department English Language Specialist, United Nations consultant, Fulbright Senior Specialist in Paraguay, New Zealand, and South Africa, and visiting professor at Brazil’s Universidade de Campinas, South Africa’s University of KwaZulu Natal, and Sweden’s University of Umeå.
Hornberger has published over two dozen books and more than 100 articles and chapters, including Indigenous Literacies in the Americas: Language Planning from the Bottom Up (1997), Continua of Biliteracy (2003), Can Schools Save Indigenous Languages? Policy and Practice on Four Continents (2008), and Honoring Richard Ruiz and his Work on Language Planning and Bilingual Education (2017). Former editor of the Anthropology and Education Quarterly and the Encyclopedia of Language and Education, Hornberger is also co-editor of an international book series on Bilingual Education and Bilingualism.
She has been honored with the Distinguished Scholarship and Service Award from the American Association for Applied Linguistics (2008), the University of Pennsylvania Provost’s Award for Distinguished Ph.D. Teaching and Mentoring (2008), the George and Louise Spindler Award for Distinguished, Exemplary, and Inspirational Contribution to Educational Anthropology (2014), the honorary doctorate from Umeå University (2018), and the Charles A. Ferguson Award for Outstanding Scholarship (2019). She is a Fellow of the American Educational Research Association.
Her enduring interests and efforts are in how best to support Indigenous and language minoritized learners in education policy and practice and in ongoing collaboration with Indigenous and language minoritized communities in reclamation and development of their languages.
Hornberger has published over two dozen books and more than 100 articles and chapters, including Indigenous Literacies in the Americas: Language Planning from the Bottom Up (1997), Continua of Biliteracy (2003), Can Schools Save Indigenous Languages? Policy and Practice on Four Continents (2008), and Honoring Richard Ruiz and his Work on Language Planning and Bilingual Education (2017). Former editor of the Anthropology and Education Quarterly and the Encyclopedia of Language and Education, Hornberger is also co-editor of an international book series on Bilingual Education and Bilingualism.
She has been honored with the Distinguished Scholarship and Service Award from the American Association for Applied Linguistics (2008), the University of Pennsylvania Provost’s Award for Distinguished Ph.D. Teaching and Mentoring (2008), the George and Louise Spindler Award for Distinguished, Exemplary, and Inspirational Contribution to Educational Anthropology (2014), the honorary doctorate from Umeå University (2018), and the Charles A. Ferguson Award for Outstanding Scholarship (2019). She is a Fellow of the American Educational Research Association.
Her enduring interests and efforts are in how best to support Indigenous and language minoritized learners in education policy and practice and in ongoing collaboration with Indigenous and language minoritized communities in reclamation and development of their languages.
Patricia Lamarre est professeure titulaire à l’Université de Montréal. Très active pendant deux décennies au Centre d'études ethniques des universités montréalaises, elle est actuellement membre-chercheure du Centre de recherches interdisciplinaires en études montréalaises (CRIEM). Born and raised in Québec , her research has focused on the evolution of the language situation since the Révolution tranquille. A critical sociolinguist, she has privileged ethnographic approaches to study the stakes and power relations underlying the politics of language and identity.
Part of her research program has been devoted to how Québec 's English-speaking population has drawn on schools to prepare the next generation for life in Québec post Bill 101: from the development of the French Immersion model in the 1960's to the crossover to French-language schools in the quest for bilingualism and biliteracy. She was on the evaluation team for Community Learning Centers, which aim to better serve the needs of Québec 's official language minority.
Her main research contribution, however, is the study of the language practices of young adults in Montréal, a city with a very high level of individual bilingualism and plurilingualism. In an effort to provide a more complex understanding of language in Québec and counter the discourse of French as a threatened language, her ethnographic work on bilingual and plurilingual practices in daily life challenges the use of mother tongue as principal indicator of the vitality of French.
Interested in symbolic sites of competition and struggle, Patricia Lamarre has also worked on Montréal's linguistic landscape, analyzing "bilingual winks" in signage that creatively escape the constraints of language law. Also in the area of linguistic landscape, she more recently published a study on the Black Rock memorial to the famine Irish who died on the St. Laurence waterfront (in press, Multilingual Memories. Blackwood and Macalister, eds.). Elle travaille actuellement sur les trajectoires de mobilité francophone vers l'ouest canadien (http://www.uncanadienerrant.ca).
She has taught in doctoral schools in Algers and Rennes (France) and has served as a Canadian expert on plurilingualism at the European Centre for Modern Languages in Graz, Austria. She has lead working groups and edited a number of thematic issues on language issues in Québec. Ses publications se trouvent dans International Journal of the Sociology of Language, Canadian Ethnic Studies, Langue et société et Francophonies d’Amérique.
Part of her research program has been devoted to how Québec 's English-speaking population has drawn on schools to prepare the next generation for life in Québec post Bill 101: from the development of the French Immersion model in the 1960's to the crossover to French-language schools in the quest for bilingualism and biliteracy. She was on the evaluation team for Community Learning Centers, which aim to better serve the needs of Québec 's official language minority.
Her main research contribution, however, is the study of the language practices of young adults in Montréal, a city with a very high level of individual bilingualism and plurilingualism. In an effort to provide a more complex understanding of language in Québec and counter the discourse of French as a threatened language, her ethnographic work on bilingual and plurilingual practices in daily life challenges the use of mother tongue as principal indicator of the vitality of French.
Interested in symbolic sites of competition and struggle, Patricia Lamarre has also worked on Montréal's linguistic landscape, analyzing "bilingual winks" in signage that creatively escape the constraints of language law. Also in the area of linguistic landscape, she more recently published a study on the Black Rock memorial to the famine Irish who died on the St. Laurence waterfront (in press, Multilingual Memories. Blackwood and Macalister, eds.). Elle travaille actuellement sur les trajectoires de mobilité francophone vers l'ouest canadien (http://www.uncanadienerrant.ca).
She has taught in doctoral schools in Algers and Rennes (France) and has served as a Canadian expert on plurilingualism at the European Centre for Modern Languages in Graz, Austria. She has lead working groups and edited a number of thematic issues on language issues in Québec. Ses publications se trouvent dans International Journal of the Sociology of Language, Canadian Ethnic Studies, Langue et société et Francophonies d’Amérique.
H. Samy Alim is the David O. Sears Presidential Endowed Chair in the Social Sciences and Professor of Anthropology at UCLA, and the Founding Director of the Center for Race, Ethnicity, and Language (since 2010). His is also affiliated faculty with the Graduate School of Education & Information Studies and the Ralph J. Bunche Center for African American Studies.
Alim is author or editor of eleven books. Among his most recent books is Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World (Teachers College Press, 2017, with Django Paris). For two decades, Alim has worked with schools and community organizations across the U.S. to theorize and enact new pedagogies. His most recent research explores the development of organic culturally sustaining pedagogies in international contexts. As a 2019 recipient of the Lyle Spencer Research Grant from the Spencer Foundation (along with Django Paris and Casey Wong), he asks: What can we learn from how Culturally Sustaining Pedagogy (CSP) is being implemented across four different pluralistic contexts (in the U.S., Spain, and South Africa), and how contexts of settler colonialism and gentrification influence its implementation, its achievements, and its limitations?
In the area of language and race, he is author of You Know My Steez: An Ethnographic and Sociolinguistic Study of Styleshifting in a Black American Speech Community (Duke, 2004), which integrated longitudinal ethnographic analysis with rigorous discourse analysis and quantitative variation. He is also author of Articulate While Black: Barack Obama, Language, and Race in the U.S. (Oxford, 2012, with Geneva Smitherman), which addresses language and racial politics through an examination of former President Barack Obama’s language use and reveals how he is racialized through language in the eyes/ears of the American people. In addition to editing Raciolinguistics: How Language Shapes Our Ideas about Race (Oxford, 2016, with John R. Rickford and Arnetha Ball), which grew out of a 2012 symposium that he organized at Stanford University, he is also editing the forthcoming Oxford Handbook of Language and Race (Oxford, 2020, with Angela Reyes and Paul Kroskrity). He has also written extensively about Black Language and Hip Hop Culture in his books, Street Conscious Rap (1999), Roc the Mic Right (2006), Tha Global Cipha (2006), Talkin Black Talk (2007, with John Baugh), Global Linguistic Flows (2009, with Awad Ibrahim and Alastair Pennycook) and Neva Again: Hip Hop Art, Activism, and Education in Post-Apartheid South Africa (2019, with Adam Haupt, Quentin Williams, and Emile Jansen).
Alim is author or editor of eleven books. Among his most recent books is Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World (Teachers College Press, 2017, with Django Paris). For two decades, Alim has worked with schools and community organizations across the U.S. to theorize and enact new pedagogies. His most recent research explores the development of organic culturally sustaining pedagogies in international contexts. As a 2019 recipient of the Lyle Spencer Research Grant from the Spencer Foundation (along with Django Paris and Casey Wong), he asks: What can we learn from how Culturally Sustaining Pedagogy (CSP) is being implemented across four different pluralistic contexts (in the U.S., Spain, and South Africa), and how contexts of settler colonialism and gentrification influence its implementation, its achievements, and its limitations?
In the area of language and race, he is author of You Know My Steez: An Ethnographic and Sociolinguistic Study of Styleshifting in a Black American Speech Community (Duke, 2004), which integrated longitudinal ethnographic analysis with rigorous discourse analysis and quantitative variation. He is also author of Articulate While Black: Barack Obama, Language, and Race in the U.S. (Oxford, 2012, with Geneva Smitherman), which addresses language and racial politics through an examination of former President Barack Obama’s language use and reveals how he is racialized through language in the eyes/ears of the American people. In addition to editing Raciolinguistics: How Language Shapes Our Ideas about Race (Oxford, 2016, with John R. Rickford and Arnetha Ball), which grew out of a 2012 symposium that he organized at Stanford University, he is also editing the forthcoming Oxford Handbook of Language and Race (Oxford, 2020, with Angela Reyes and Paul Kroskrity). He has also written extensively about Black Language and Hip Hop Culture in his books, Street Conscious Rap (1999), Roc the Mic Right (2006), Tha Global Cipha (2006), Talkin Black Talk (2007, with John Baugh), Global Linguistic Flows (2009, with Awad Ibrahim and Alastair Pennycook) and Neva Again: Hip Hop Art, Activism, and Education in Post-Apartheid South Africa (2019, with Adam Haupt, Quentin Williams, and Emile Jansen).