Hornberger, Nancy H

English

ScholarlyCommons@Penn

University of PennsylvaniaScholarlyCommonsGSE Publications Graduate School of Education2015Review of M. Bigelow and J. Ennser-Kananen(Eds.), The Routledge Handbook of EducationalLinguisticsNancy H. HornbergerUniversity of Pennsylvania, nancyh@gse.upenn.eduFollow this and additional works at: http://repository.upenn.edu/gse_pubsPart of the Education CommonsThis paper is posted at ScholarlyCommons. http://repository.upenn.edu/gse_pubs/416For more information, please contact repository@pobox.upenn.edu.Recommended CitationHornberger, N. H. (2015). Review of M. Bigelow and J. Ennser-Kananen (Eds.), The Routledge Handbook of Educational Linguistics.Language and Education, 30 (1), 86-89. http://dx.doi.org/10.1080/09500782.2015.1084003Review of M. Bigelow and J. Ennser-Kananen (Eds.), The RoutledgeHandbook of Educational LinguisticsDisciplinesEducationThis review is available at ScholarlyCommons: http://repository.upenn.edu/gse_pubs/416BOOK REVIEW To appear in Language and Education  The Routledge Handbook of Educational Linguistics  M. Bigelow and J. Ennser-Kananen, eds. New York Routledge 2015 Pp. xxii + 484 ISBN 978-0-415-53130-6 (hbk): $225  ISBN 978-1-315-79774-8 (ebk): $225  True to the advocacy articulated by editors Bigelow and Ennser-Kananen, authors herein pinpoint compelling core issues and critical forward-looking agendas on topics from language teacher education to Indigenous language revitalization, from second language acquisition research methodologies to the ethics of researcher positionality in ethnography and discourse analysis.  Well-structured chapters (covering historical perspectives, research findings and approaches, new debates and implications), comprehensive and relevant bibliographies, and diversity of experiential, geographical, and disciplinary author expertise make the volume an enjoyable and informative read and a valuable reference.  A book for both novice and expert in educational linguistics, it succeeds admirably in the editors’ goal of ‘expanding the community of scholars’ to embrace those ‘doing the work of educational linguistics … without claiming the label’ (p. 2), an enterprise I heartily applaud.  Organized in 33 chapters grouped in seven parts, the table of contents works well to highlight equity and priority areas of concern in educational linguistics such as persistent and worldwide linguistic marginalization of students, native speakerism and the harm it does to ‘non-native’ language teachers, and the complexities of implementing critical pedagogy.  Only a handful of chapters explicitly situate themselves in educational linguistics, but the research cited and issues addressed fall squarely within the concerns and purview of educational linguistics as it has emerged and gathered momentum in the past 40 years -- a problem-oriented, research-based, and transdisciplinary field that focuses on language learning and teaching, and more broadly, the role of language in learning and teaching (Hornberger 2001).  Parts One and Two provide framing chapters addressing Ways of Knowing in Educational Linguistics and Advocacy in Educational Linguistics, respectively.  A stunning pair of overview chapters by Gass (ch. 1) on second language acquisition research methodologies and McCarty (2) on ethnography in educational linguistics provide authoritative accounts of the evolution and continual honing of those ways of knowing and point to emerging technologies and processes that bear further research attention, such as eye-tracking and brain activity measures to shed light on the cognitive processing of language, or the implications of simultaneous 21st century forces of super-diversity and language endangerment for the ways we understand language, speakerhood, language fluency, and speech communities.  Common themes emerging from Johnson & Ricento’s (3) review of language policy research methodologies and Higgins & Sandhu’s (4) consideration of narrative approaches to researching identity include researchers’ increasing attention to the agency of individuals in shaping their own narratives/policies (often in resistance to larger forces and/or top-down policies) and, equally, researchers’ growing critical awareness and consideration of their own positionality in all phases of the research process.    Part Two leads off with Faltis (5) calling on US teacher educators and classroom teachers to reflect on where they stand on advocacy for language diversity in their school policies/practices. Authors of the next three chapters bring international perspectives and experiences to riveting discussions of linguistic marginalization and educational inequity for students in global northern and southern contexts (Liddicoat & Heugh, 6), the culpability of language discrimination and a rigid literacy-orality paradigm in producing school failure for Brazilian low income students (Rocha-Schmid, 7), and the delegitimizing of non-native English speaking teachers (NNESTs) now being overturned by research moving beyond comparing native and non-native speaking teachers and instead approaching and contributing to redefinitions of language, language learning, and language teaching through a ‘NNEST lens’ (Llurda, 8).    Part Three, Contexts of Multilingual Education, and Part Four, Critical Pedagogy and Language Education, offer a panorama of thematic and programmatic treatments promoting multilingualism and heteroglossic practices in education, 11 chapters about evenly divided between US and international viewpoints. Björklund & Mård-Miettinen (9) highlight essential features of immersion education as gleaned from its origins in Quebec and subsequent 50 years of implementation in diverse contexts worldwide. García & Woodley (10) underline the necessity of a move from traditional monoglossic to contemporary heteroglossic perspectives on bilingualism in their overview of models, research findings, and current debates on bilingual education in the US and internationally. Gonzalez, Tefera & Artiles (11) highlight the continued struggles of emergent bilingual students with learning disabilities in the US educational system, identifying inclusive education and ‘Response to Intervention’ initiatives as positive indicators of a growing awareness that the system, not the child, needs fixing. Emphasizing that the US is a settler colonial nation whose structural logic tends toward elimination of Indigenous languages, Hermes & Bang (12) focus their chapter on developing a counter-narrative of language revitalization that challenges the ideology of ‘language death’, adopts and adapts immersion-like methods as catalyst for developing truly self-determined Indigenous pedagogies to restore oral Indigenous language, and calls on scholars and Indigenous groups to collaborate ‘not to save … but rather to engage Indigenous languages’ (p. 168). Focusing mainly on German and English foreign language teaching in secondary and higher education, Hecke (13) argues for and provides examples of the value of visual literacy-- a learned competence defined as the ability to understand visual communication, i.e. to analyze in context, interact with, question and evaluate visual messages -- for foreign language teaching and learning.  Richardson (14) advocates eloquently for African American language as ‘repository of Black culture, history, and identity’ (p. 193) and strongly refutes Labov’s bidialectalism which on the one hand recognizes AAVE as an expressive resource but on the other advocates standardized language as the path to economic opportunity, erasing the fact that poor Black people are trapped by structural racism, not phonology.  Situating her innovative pedagogy in a framework aligned to ecological theory and to Freirean humanizing pedagogy, Salazar (15) opens Part Four on critical pedagogy by describing a language submersion lesson for pre-service teachers in a language and on a topic unfamiliar to them as a disruptive learning experience that serves as catalyst for them to reflect on and transform the ways they think about their future practice with English language learners.  Leeman & King (16) demonstrate how heritage language education arose in the US as a fall-back response to the closing down of spaces for mother tongue and bilingual education, while still leaving the English-only educational paradigm largely intact; they argue for educational linguists’ continued vigilance in improving the quantity and quality of heritage language programming while at the same time challenging the linguistic hierarchy that reifies monolingualism in the national language as the normal state of things.  Sugiharto (17) analyzes recent Indonesian language education policies and curricula along with data from classroom observations as a case of English linguistic imperialism, showing that the widespread introduction of English-only medium of instruction in local state-run schools exacerbates social stratification and inequality of access to education and poses a serious threat to Indonesian Indigenous languages.  Reviewing especially the contributions of linguistic anthropologists and sociolinguists in the study of immigrant education since the 1970s, Bartlett & Koyama (18) applaud the shift from assimilationist and additive approaches to more complex and nuanced understandings of immigrant families’ communicative practices situated in broader ideologies and discourses, and argue for more research on the pedagogical uses of codeswitching and translanguaging, on immigrant education contexts beyond the US, and on especially vulnerable immigrant groups such as undocumented immigrants, asylum-seekers and refugees.  Sarroub & Quadros (19) explore the use of critical pedagogy in classroom discourse in two contexts -- international English language teaching classrooms and family literacy programs, highlighting positive aspects while calling for more systematic research across multiple socioeconomic and sociocultural contexts addressing questions such as whether critical pedagogy makes a material difference to students and their families, whether educators are capable of distancing themselves from their own ideologies enough to relinquish control of classroom discourse, and which voices end up silenced in critical pedagogy classrooms.  A few years ago as I put together a set of critical readings in educational linguistics, I reflected on the thematic range of the field as follows: Language Acquisition (and socialization) and Language Teaching (and assessment) represent perhaps the most enduring core concerns, but because the field arose at a time of acute awareness of educational inequality and disadvantage for … African American and Latino children in the US, educational linguistics has from its very beginnings also foregrounded concerns around Language Diversity (and inequality) and Language Policy (and its implementation in classrooms).  In recent decades, as the field – and the world – have become ever more globally oriented and connected through technologies of communication and fluid movements of people and their languages across borders, concerns around Language Ecology (and multimodality) and Language Identity (and minority language rights) have become ever more salient in the field. (Hornberger 2011, 2)  The Routledge Handbook is similarly focused on these themes, with concerns around diversity, policy, ecology and identity highlighted in Parts Two-Four, while Parts Five-Six take up the ‘enduring core themes’ of language acquisition, instruction and assessment and especially the role of the teacher and teacher education in these.    In Part Five, on Language Teacher Education, Song (20) and Martel & Wang (22), though writing from very different research traditions, provide rich and complex evidence of the ways teachers’ beliefs and identities, respectively, shape their professional practice and vice versa; and they each call for teacher educators and researchers to explore strategies and experiences that support teachers in reflecting on their beliefs and identities towards continuously transforming and improving their practice.  The three other chapters of Part Five explore specific instructional practices. Shen (21) offers research-based guidance on controversies in the teaching of Chinese reading and writing in US colleges and universities, and outlines questions for further research around realistic goals for character acquisition, use of digital literacies, and the incorporation of critical pedagogy in Chinese language instruction. Boulton & Tyne (23) discuss benefits and debates around the use of corpora and corpus-based approaches in language teaching, arguing strongly that corpora and associated software and techniques are a powerful set of tools for teachers that, because of their perceived daunting and time-consuming nature, might best be introduced as part of pre-service teacher education. Horii (24) traces research-practice connections in second language acquisition from quantitative to qualitative to action research to exploratory practice approaches, and calls for SLA research to include actual classroom data, attention to the researcher-language teacher relationship, and most importantly, to ask how language teachers construct their own knowledge about language teaching (rather than only whether and how SLA has an impact on teachers’ knowledge).  Debates around the use of the primary language in foreign language classrooms (Dailey-O’Cain & Liebscher, 25), pedagogical and theoretical influences on content and language integrated learning or CLIL (Do Coyle, 27), and pressures on Chinese heritage language education in the US (Xiao, 28) come under scrutiny in Part Six, Language Instruction and Assessment. Tsagari & Banerjee (26) issue a strong call for assessment reform, with a particular focus on moving away from summative large-scale standardized testing to formative classroom-based assessment, on providing professional development opportunities to strengthen teacher literacy in assessment, and on involving learners in assessment. The theme of the learner continues in Brunni & Jantunen’s (29) review of research on learner language, e.g. the development of language accuracy, fluency, complexity, and factors affecting both the product and process of language learning; they underline the relevance of this research for second language pedagogy.      Part Seven, Ethics and Politics in Educational Linguistics, returns to overall framing questions of advocacy and equity with tour de force considerations of perhaps the ‘big four’ issues in the field – research ethics (Perry & Mallozzi, 30), Indigenous and minoritized languages (Hinton, 31), multilingualism (Torres-Guzmán & de Jong, 32), and dialect diversity (Sweetland & Wheeler, 33).  These final chapters, and indeed the volume as a whole, powerfully depict how every kind of linguistic diversity has been persistently ignored, evaded, undermined, and even eradicated by educational research, policy, and practice.  Herein is a call for educational linguists to redouble our efforts in sustained and transformative collaborations with stakeholders to shape teacher education, pedagogy, curriculum, classroom discourse, assessment practices, and policy in ways that first and foremost consider and respect what languages mean and do for the people who use them and how schools can best support those meanings and uses.    Hornberger, Nancy H. (2001). Educational linguistics as a field: A view from Penn's program on the occasion of its 25th anniversary. Working Papers in Educational Linguistics, 17(1-2), 1-26.  Hornberger, Nancy H. (Ed.). (2011). Educational Linguistics: Critical Concepts. London, UK: Routledge.   Nancy H. Hornberger University of Pennsylvania Graduate School of Education nancyh@upenn.edu 

Review of M. Bigelow and J. Ennser-Kananen (Eds.), \u3cem\u3eThe Routledge Handbook of Educational Linguistics\u3c/em\u3e

Kosmopolis

University of Pennsylvania
ScholarlyCommons
GSE Publications Graduate School of Education
2015
Review of M. Bigelow and J. Ennser-Kananen
(Eds.), The Routledge Handbook of Educational
Linguistics
Nancy H. Hornberger
University of Pennsylvania, nancyh@gse.upenn.edu
Follow this and additional works at: http://repository.upenn.edu/gse_pubs
Part of the Education Commons
This paper is posted at ScholarlyCommons. http://repository.upenn.edu/gse_pubs/416
For more information, please contact repository@pobox.upenn.edu.
Recommended Citation
Hornberger, N. H. (2015). Review of M. Bigelow and J. Ennser-Kananen (Eds.), The Routledge Handbook of Educational Linguistics.
Language and Education, 30 (1), 86-89. http://dx.doi.org/10.1080/09500782.2015.1084003
Review of M. Bigelow and J. Ennser-Kananen (Eds.), The Routledge
Handbook of Educational Linguistics
Disciplines
Education
This review is available at ScholarlyCommons: http://repository.upenn.edu/gse_pubs/416
BOOK REVIEW 
To appear in Language and Education 
 
The Routledge Handbook of Educational Linguistics  
M. Bigelow and J. Ennser-Kananen, eds. 
New York 
Routledge 
2015 
Pp. xxii + 484 
ISBN 978-0-415-53130-6 (hbk): $225  
ISBN 978-1-315-79774-8 (ebk): $225 
 
True to the advocacy articulated by editors Bigelow and Ennser-Kananen, authors 
herein pinpoint compelling core issues and critical forward-looking agendas on 
topics from language teacher education to Indigenous language revitalization, from 
second language acquisition research methodologies to the ethics of researcher 
positionality in ethnography and discourse analysis.  Well-structured chapters 
(covering historical perspectives, research findings and approaches, new debates 
and implications), comprehensive and relevant bibliographies, and diversity of 
experiential, geographical, and disciplinary author expertise make the volume an 
enjoyable and informative read and a valuable reference.  A book for both novice 
and expert in educational linguistics, it succeeds admirably in the editors’ goal of 
‘expanding the community of scholars’ to embrace those ‘doing the work of 
educational linguistics … without claiming the label’ (p. 2), an enterprise I heartily 
applaud. 
 
Organized in 33 chapters grouped in seven parts, the table of contents works well to 
highlight equity and priority areas of concern in educational linguistics such as 
persistent and worldwide linguistic marginalization of students, native speakerism 
and the harm it does to ‘non-native’ language teachers, and the complexities of 
implementing critical pedagogy.  Only a handful of chapters explicitly situate 
themselves in educational linguistics, but the research cited and issues addressed 
fall squarely within the concerns and purview of educational linguistics as it has 
emerged and gathered momentum in the past 40 years -- a problem-oriented, 
research-based, and transdisciplinary field that focuses on language learning and 
teaching, and more broadly, the role of language in learning and teaching 
(Hornberger 2001). 
 
Parts One and Two provide framing chapters addressing Ways of Knowing in 
Educational Linguistics and Advocacy in Educational Linguistics, respectively.  A 
stunning pair of overview chapters by Gass (ch. 1) on second language acquisition 
research methodologies and McCarty (2) on ethnography in educational linguistics 
provide authoritative accounts of the evolution and continual honing of those ways 
of knowing and point to emerging technologies and processes that bear further 
research attention, such as eye-tracking and brain activity measures to shed light on 
the cognitive processing of language, or the implications of simultaneous 21st 
century forces of super-diversity and language endangerment for the ways we 
understand language, speakerhood, language fluency, and speech communities.  
Common themes emerging from Johnson & Ricento’s (3) review of language policy 
research methodologies and Higgins & Sandhu’s (4) consideration of narrative 
approaches to researching identity include researchers’ increasing attention to the 
agency of individuals in shaping their own narratives/policies (often in resistance to 
larger forces and/or top-down policies) and, equally, researchers’ growing critical 
awareness and consideration of their own positionality in all phases of the research 
process.   
 
Part Two leads off with Faltis (5) calling on US teacher educators and classroom 
teachers to reflect on where they stand on advocacy for language diversity in their 
school policies/practices. Authors of the next three chapters bring international 
perspectives and experiences to riveting discussions of linguistic marginalization 
and educational inequity for students in global northern and southern contexts 
(Liddicoat & Heugh, 6), the culpability of language discrimination and a rigid 
literacy-orality paradigm in producing school failure for Brazilian low income 
students (Rocha-Schmid, 7), and the delegitimizing of non-native English speaking 
teachers (NNESTs) now being overturned by research moving beyond comparing 
native and non-native speaking teachers and instead approaching and contributing 
to redefinitions of language, language learning, and language teaching through a 
‘NNEST lens’ (Llurda, 8).   
 
Part Three, Contexts of Multilingual Education, and Part Four, Critical Pedagogy and 
Language Education, offer a panorama of thematic and programmatic treatments 
promoting multilingualism and heteroglossic practices in education, 11 chapters 
about evenly divided between US and international viewpoints. Björklund & Mård-
Miettinen (9) highlight essential features of immersion education as gleaned from 
its origins in Quebec and subsequent 50 years of implementation in diverse contexts 
worldwide. García & Woodley (10) underline the necessity of a move from 
traditional monoglossic to contemporary heteroglossic perspectives on bilingualism 
in their overview of models, research findings, and current debates on bilingual 
education in the US and internationally. Gonzalez, Tefera & Artiles (11) highlight the 
continued struggles of emergent bilingual students with learning disabilities in the 
US educational system, identifying inclusive education and ‘Response to 
Intervention’ initiatives as positive indicators of a growing awareness that the 
system, not the child, needs fixing. Emphasizing that the US is a settler colonial 
nation whose structural logic tends toward elimination of Indigenous languages, 
Hermes & Bang (12) focus their chapter on developing a counter-narrative of 
language revitalization that challenges the ideology of ‘language death’, adopts and 
adapts immersion-like methods as catalyst for developing truly self-determined 
Indigenous pedagogies to restore oral Indigenous language, and calls on scholars 
and Indigenous groups to collaborate ‘not to save … but rather to engage Indigenous 
languages’ (p. 168). Focusing mainly on German and English foreign language 
teaching in secondary and higher education, Hecke (13) argues for and provides 
examples of the value of visual literacy-- a learned competence defined as the ability 
to understand visual communication, i.e. to analyze in context, interact with, 
question and evaluate visual messages -- for foreign language teaching and learning.  
Richardson (14) advocates eloquently for African American language as ‘repository 
of Black culture, history, and identity’ (p. 193) and strongly refutes Labov’s 
bidialectalism which on the one hand recognizes AAVE as an expressive resource 
but on the other advocates standardized language as the path to economic 
opportunity, erasing the fact that poor Black people are trapped by structural 
racism, not phonology. 
 
Situating her innovative pedagogy in a framework aligned to ecological theory and 
to Freirean humanizing pedagogy, Salazar (15) opens Part Four on critical pedagogy 
by describing a language submersion lesson for pre-service teachers in a language 
and on a topic unfamiliar to them as a disruptive learning experience that serves as 
catalyst for them to reflect on and transform the ways they think about their future 
practice with English language learners.  Leeman & King (16) demonstrate how 
heritage language education arose in the US as a fall-back response to the closing 
down of spaces for mother tongue and bilingual education, while still leaving the 
English-only educational paradigm largely intact; they argue for educational 
linguists’ continued vigilance in improving the quantity and quality of heritage 
language programming while at the same time challenging the linguistic hierarchy 
that reifies monolingualism in the national language as the normal state of things.  
Sugiharto (17) analyzes recent Indonesian language education policies and curricula 
along with data from classroom observations as a case of English linguistic 
imperialism, showing that the widespread introduction of English-only medium of 
instruction in local state-run schools exacerbates social stratification and inequality 
of access to education and poses a serious threat to Indonesian Indigenous 
languages.  Reviewing especially the contributions of linguistic anthropologists and 
sociolinguists in the study of immigrant education since the 1970s, Bartlett & 
Koyama (18) applaud the shift from assimilationist and additive approaches to more 
complex and nuanced understandings of immigrant families’ communicative 
practices situated in broader ideologies and discourses, and argue for more research 
on the pedagogical uses of codeswitching and translanguaging, on immigrant 
education contexts beyond the US, and on especially vulnerable immigrant groups 
such as undocumented immigrants, asylum-seekers and refugees.  Sarroub & 
Quadros (19) explore the use of critical pedagogy in classroom discourse in two 
contexts -- international English language teaching classrooms and family literacy 
programs, highlighting positive aspects while calling for more systematic research 
across multiple socioeconomic and sociocultural contexts addressing questions such 
as whether critical pedagogy makes a material difference to students and their 
families, whether educators are capable of distancing themselves from their own 
ideologies enough to relinquish control of classroom discourse, and which voices 
end up silenced in critical pedagogy classrooms. 
 
A few years ago as I put together a set of critical readings in educational linguistics, I 
reflected on the thematic range of the field as follows: 
Language Acquisition (and socialization) and Language Teaching (and 
assessment) represent perhaps the most enduring core concerns, but because 
the field arose at a time of acute awareness of educational inequality and 
disadvantage for … African American and Latino children in the US, educational 
linguistics has from its very beginnings also foregrounded concerns around 
Language Diversity (and inequality) and Language Policy (and its 
implementation in classrooms).  In recent decades, as the field – and the world – 
have become ever more globally oriented and connected through technologies of 
communication and fluid movements of people and their languages across 
borders, concerns around Language Ecology (and multimodality) and Language 
Identity (and minority language rights) have become ever more salient in the 
field. (Hornberger 2011, 2)  
The Routledge Handbook is similarly focused on these themes, with concerns around 
diversity, policy, ecology and identity highlighted in Parts Two-Four, while Parts 
Five-Six take up the ‘enduring core themes’ of language acquisition, instruction and 
assessment and especially the role of the teacher and teacher education in these.   
 
In Part Five, on Language Teacher Education, Song (20) and Martel & Wang (22), 
though writing from very different research traditions, provide rich and complex 
evidence of the ways teachers’ beliefs and identities, respectively, shape their 
professional practice and vice versa; and they each call for teacher educators and 
researchers to explore strategies and experiences that support teachers in reflecting 
on their beliefs and identities towards continuously transforming and improving 
their practice.  The three other chapters of Part Five explore specific instructional 
practices. Shen (21) offers research-based guidance on controversies in the teaching 
of Chinese reading and writing in US colleges and universities, and outlines 
questions for further research around realistic goals for character acquisition, use of 
digital literacies, and the incorporation of critical pedagogy in Chinese language 
instruction. Boulton & Tyne (23) discuss benefits and debates around the use of 
corpora and corpus-based approaches in language teaching, arguing strongly that 
corpora and associated software and techniques are a powerful set of tools for 
teachers that, because of their perceived daunting and time-consuming nature, 
might best be introduced as part of pre-service teacher education. Horii (24) traces 
research-practice connections in second language acquisition from quantitative to 
qualitative to action research to exploratory practice approaches, and calls for SLA 
research to include actual classroom data, attention to the researcher-language 
teacher relationship, and most importantly, to ask how language teachers construct 
their own knowledge about language teaching (rather than only whether and how 
SLA has an impact on teachers’ knowledge). 
 
Debates around the use of the primary language in foreign language classrooms 
(Dailey-O’Cain & Liebscher, 25), pedagogical and theoretical influences on content 
and language integrated learning or CLIL (Do Coyle, 27), and pressures on Chinese 
heritage language education in the US (Xiao, 28) come under scrutiny in Part Six, 
Language Instruction and Assessment. Tsagari & Banerjee (26) issue a strong call for 
assessment reform, with a particular focus on moving away from summative large-
scale standardized testing to formative classroom-based assessment, on providing 
professional development opportunities to strengthen teacher literacy in 
assessment, and on involving learners in assessment. The theme of the learner 
continues in Brunni & Jantunen’s (29) review of research on learner language, e.g. 
the development of language accuracy, fluency, complexity, and factors affecting 
both the product and process of language learning; they underline the relevance of 
this research for second language pedagogy.   
   
Part Seven, Ethics and Politics in Educational Linguistics, returns to overall framing 
questions of advocacy and equity with tour de force considerations of perhaps the 
‘big four’ issues in the field – research ethics (Perry & Mallozzi, 30), Indigenous and 
minoritized languages (Hinton, 31), multilingualism (Torres-Guzmán & de Jong, 32), 
and dialect diversity (Sweetland & Wheeler, 33).  These final chapters, and indeed 
the volume as a whole, powerfully depict how every kind of linguistic diversity has 
been persistently ignored, evaded, undermined, and even eradicated by educational 
research, policy, and practice.  Herein is a call for educational linguists to redouble 
our efforts in sustained and transformative collaborations with stakeholders to 
shape teacher education, pedagogy, curriculum, classroom discourse, assessment 
practices, and policy in ways that first and foremost consider and respect what 
languages mean and do for the people who use them and how schools can best 
support those meanings and uses.  
 
 
Hornberger, Nancy H. (2001). Educational linguistics as a field: A view from Penn's 
program on the occasion of its 25th anniversary. Working Papers in Educational 
Linguistics, 17(1-2), 1-26.  
Hornberger, Nancy H. (Ed.). (2011). Educational Linguistics: Critical Concepts. 
London, UK: Routledge. 
 
 
Nancy H. Hornberger 
University of Pennsylvania 
Graduate School of Education 
nancyh@upenn.edu 


https://repository.upenn.edu/cgi/viewcontent.cgi?article=1426&amp;context=gse_pubs

Review of M. Bigelow and J. Ennser-Kananen (Eds.), \u3cem\u3eThe Routledge Handbook of Educational Linguistics\u3c/em\u3e

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