Haley De Korne
2021
Korne, Haley De
Language Activism: Imaginaries and Strategies of Minority Language Equality Book
2021.
@book{Korne2021b,
title = {Language Activism: Imaginaries and Strategies of Minority Language Equality},
author = {Haley De Korne},
doi = {10.1515/9781501511561},
year = {2021},
date = {2021-07-19},
urldate = {2021-07-19},
volume = {114},
series = {9781501511561},
abstract = {While top-down policies and declarations have yet to establish equal status and opportunities for speakers of all languages in practice, activists and advocates at local levels are playing an increasingly significant role in the creation of new social imaginaries and practices in multilingual contexts. This volume describes how social actors across multiple domains contribute to the elusive goal of linguistic equality or justice through their language activism practices. Through an ethnographic account of Indigenous Isthmus Zapotec language activism in Oaxaca, Mexico, this study illuminates the (sometimes conflicting) imaginaries of what positive social change is and how it should be achieved, and the repertoire of strategies through which these imaginaries are being pursued. Ethnographic and action research conducted from 2013-2018 in the multilingual Isthmus of Tehuantepec brings to light the experiences of educators, students, writers, scholars and diverse cultural activists whose aspirations and strategies of social change are significant in shaping the future language ecology. Their repertoire of strategies may inform and encourage language activists, scholars, and educators working for change in other contexts of linguistic diversity and inequality. },
keywords = {},
pubstate = {published},
tppubtype = {book}
}
While top-down policies and declarations have yet to establish equal status and opportunities for speakers of all languages in practice, activists and advocates at local levels are playing an increasingly significant role in the creation of new social imaginaries and practices in multilingual contexts. This volume describes how social actors across multiple domains contribute to the elusive goal of linguistic equality or justice through their language activism practices. Through an ethnographic account of Indigenous Isthmus Zapotec language activism in Oaxaca, Mexico, this study illuminates the (sometimes conflicting) imaginaries of what positive social change is and how it should be achieved, and the repertoire of strategies through which these imaginaries are being pursued. Ethnographic and action research conducted from 2013-2018 in the multilingual Isthmus of Tehuantepec brings to light the experiences of educators, students, writers, scholars and diverse cultural activists whose aspirations and strategies of social change are significant in shaping the future language ecology. Their repertoire of strategies may inform and encourage language activists, scholars, and educators working for change in other contexts of linguistic diversity and inequality.
Korne, Haley De; Weinberg, Miranda
“I Learned That My Name Is Spelled Wrong”: Lessons from Mexico and Nepal on Teaching Literacy for Indigenous Language Reclamation Journal Article
In: Comparative Education Review, vol. 65, no. 2, pp. 288- 309 , 2021, ISSN: 0010-4086.
@article{Korne2021,
title = {“I Learned That My Name Is Spelled Wrong”: Lessons from Mexico and Nepal on Teaching Literacy for Indigenous Language Reclamation},
author = {Haley De Korne and Miranda Weinberg},
doi = {10.1086/713317},
issn = {0010-4086},
year = {2021},
date = {2021-04-16},
urldate = {2021-04-16},
journal = {Comparative Education Review},
volume = {65},
number = {2},
pages = {288- 309 },
abstract = {Globally many minority and Indigenous communities are searching for ways to reclaim languages that have been marginalized by socioeconomic and political processes. These efforts often involve novel literacy practices. In this article, we draw from ethnographic data in Mexico and Nepal to ask, what are the opportunities and constraints of teaching writing in support of Indigenous language reclamation? Writing is simultaneously an attraction and a source of marginalization or discouragement for learners in both settings. Promoting and teaching writing creates opportunities such as raising the status, visibility, and longevity of Indigenous language education initiatives. Challenges include struggles for legitimacy among teachers and learners and the emergence of new hierarchies among dialects. We suggest that language reclamation efforts can benefit from making the most of the material and social nature of writing and from avoiding hard-line purism and a focus on form, while giving greater consideration to meaning and contexts for written expression.
},
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pubstate = {published},
tppubtype = {article}
}
Globally many minority and Indigenous communities are searching for ways to reclaim languages that have been marginalized by socioeconomic and political processes. These efforts often involve novel literacy practices. In this article, we draw from ethnographic data in Mexico and Nepal to ask, what are the opportunities and constraints of teaching writing in support of Indigenous language reclamation? Writing is simultaneously an attraction and a source of marginalization or discouragement for learners in both settings. Promoting and teaching writing creates opportunities such as raising the status, visibility, and longevity of Indigenous language education initiatives. Challenges include struggles for legitimacy among teachers and learners and the emergence of new hierarchies among dialects. We suggest that language reclamation efforts can benefit from making the most of the material and social nature of writing and from avoiding hard-line purism and a focus on form, while giving greater consideration to meaning and contexts for written expression.
2020
Korne, Haley De; Lexander, Kristin Vold; Gonçalves, Kellie
Introduction. Multilingual literacy practices - global perspectives on visuality, materiality, and creativity Bachelor Thesis
2020.
@bachelorthesis{Korne2020,
title = {Introduction. Multilingual literacy practices - global perspectives on visuality, materiality, and creativity},
author = {Haley De Korne and Kristin Vold Lexander and Kellie Gonçalves},
doi = {10.1080/14790718.2020.1766049},
year = {2020},
date = {2020-07-02},
urldate = {2020-07-02},
journal = {International Journal of Multilingualism},
volume = {17},
number = {2},
pages = {1-15},
abstract = {In this special issue introduction, we briefly discuss the history of multilingual writing research before we examine the research presented in the issue in light of three cross-cutting themes: visuality, materiality, and creativity. We conclude with a summary of the papers and the insights they add to our understanding of shifting multilingual literacy practices in the twenty-first century.},
keywords = {},
pubstate = {published},
tppubtype = {bachelorthesis}
}
In this special issue introduction, we briefly discuss the history of multilingual writing research before we examine the research presented in the issue in light of three cross-cutting themes: visuality, materiality, and creativity. We conclude with a summary of the papers and the insights they add to our understanding of shifting multilingual literacy practices in the twenty-first century.
Korne, Haley De
Rethinking Ideologies of Learners’ Speech and the Multilingual Learning Process Bachelor Thesis
2020.
@bachelorthesis{Korne2020b,
title = {Rethinking Ideologies of Learners’ Speech and the Multilingual Learning Process},
author = {Haley De Korne},
doi = {10.1111/modl.12654},
year = {2020},
date = {2020-07-01},
urldate = {2020-07-01},
journal = {Modern Language Journal},
volume = {104},
number = {2},
pages = {497-501},
keywords = {},
pubstate = {published},
tppubtype = {bachelorthesis}
}
2019
Korne, Haley De; Purkarthofer, Judith
Learning language regimes: Children's representations of minority language education Journal Article
In: Journal of Sociolinguistics, vol. 24, no. 2, 2019.
@article{Korne2019,
title = {Learning language regimes: Children's representations of minority language education},
author = {Haley De Korne and Judith Purkarthofer},
doi = {10.1111/josl.12346},
year = {2019},
date = {2019-06-01},
urldate = {2019-06-01},
journal = {Journal of Sociolinguistics},
volume = {24},
number = {2},
abstract = {en Minority language education initiatives often aim to resist dominant language regimes and to raise the social status of migrant or autochthonous minorities. We consider how participating children experience these alternative language regimes by analysing drawings made by children in two minority education settings—a Slovene‐German bilingual school in Austria and an Isthmus Zapotec (Indigenous) language and art workshop in Mexico. We examine how children's drawings represent language regimes in the social spaces they inhabit. Considering these drawings in relation to ethnographic observations and interviews with educators, we illustrate differences between how the social spaces are planned by educators and how they are represented and experienced by learners. Generally speaking, the children in our studies depict flexible, multilingual experiences and spaces, in contrast to the educators’ agendas of separating or emphasizing languages for pedagogical purposes. Mexican children's perception of themselves as participants in fluid language regimes, and Austrian children's increasing appropriation of multilingual space over time through both (school‐like) routines and (fun) exceptions can inform the efforts of minority language educators. Abstract es Las iniciativas de enseñanza de lenguas minoritarias tienen múltiples objetivos; además de socializar a l@s futuros hablantes de una lengua, suelen promover resistencia hacia regímenes lingüísticos dominantes y elevan el estatus social de las minorías migrantes o autóctonas. En este artículo se aborda la interrogante sobre la forma en que l@s estudiantes en estas iniciativas experimentan estos regímenes lingüísticos alternativos. Se analiza dibujos realizados por niñ@s en dos entornos educativos minoritarios: una escuela bilingüe esloveno‐alemana en Austria y un taller de lengua y arte enfocado en la lengua indígena zapoteca del istmo de Tehuantepec en México. Se examina cómo l@s estudiantes representan los regímenes lingüísticos en sus espacios sociales a través de sus dibujos. Analizando estas representaciones junto a observaciones etnográficas y entrevistas con educadores en ambos contextos permite notar las diferencias entre la planificación de l@s educadores y las representaciones y experiencias de l@s estudiantes. En términos generales, l@s niñ@s representan experiencias y espacios flexibles y multilingües, lo que contrasta con los planes de l@s educadores quienes a menudo buscan una separación o enfatización de idiomas con fines pedagógicos. La percepción de l@s niñ@s mexican@s de sí mismos como participantes en regímenes lingüísticos fluidos, y la creciente apropiación del espacio multilingüe por parte de l@s niñ@s austriac@s a través de rutinas (escolares) y excepciones (divertidas) pueden informar y aportar a los esfuerzos de educadores de idiomas minoritarios.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
en Minority language education initiatives often aim to resist dominant language regimes and to raise the social status of migrant or autochthonous minorities. We consider how participating children experience these alternative language regimes by analysing drawings made by children in two minority education settings—a Slovene‐German bilingual school in Austria and an Isthmus Zapotec (Indigenous) language and art workshop in Mexico. We examine how children's drawings represent language regimes in the social spaces they inhabit. Considering these drawings in relation to ethnographic observations and interviews with educators, we illustrate differences between how the social spaces are planned by educators and how they are represented and experienced by learners. Generally speaking, the children in our studies depict flexible, multilingual experiences and spaces, in contrast to the educators’ agendas of separating or emphasizing languages for pedagogical purposes. Mexican children's perception of themselves as participants in fluid language regimes, and Austrian children's increasing appropriation of multilingual space over time through both (school‐like) routines and (fun) exceptions can inform the efforts of minority language educators. Abstract es Las iniciativas de enseñanza de lenguas minoritarias tienen múltiples objetivos; además de socializar a l@s futuros hablantes de una lengua, suelen promover resistencia hacia regímenes lingüísticos dominantes y elevan el estatus social de las minorías migrantes o autóctonas. En este artículo se aborda la interrogante sobre la forma en que l@s estudiantes en estas iniciativas experimentan estos regímenes lingüísticos alternativos. Se analiza dibujos realizados por niñ@s en dos entornos educativos minoritarios: una escuela bilingüe esloveno‐alemana en Austria y un taller de lengua y arte enfocado en la lengua indígena zapoteca del istmo de Tehuantepec en México. Se examina cómo l@s estudiantes representan los regímenes lingüísticos en sus espacios sociales a través de sus dibujos. Analizando estas representaciones junto a observaciones etnográficas y entrevistas con educadores en ambos contextos permite notar las diferencias entre la planificación de l@s educadores y las representaciones y experiencias de l@s estudiantes. En términos generales, l@s niñ@s representan experiencias y espacios flexibles y multilingües, lo que contrasta con los planes de l@s educadores quienes a menudo buscan una separación o enfatización de idiomas con fines pedagógicos. La percepción de l@s niñ@s mexican@s de sí mismos como participantes en regímenes lingüísticos fluidos, y la creciente apropiación del espacio multilingüe por parte de l@s niñ@s austriac@s a través de rutinas (escolares) y excepciones (divertidas) pueden informar y aportar a los esfuerzos de educadores de idiomas minoritarios.
2018
Korne, Haley De; Gopar, Mario E López; Rios, Kiara Rios
Changing ideological and implementational spaces for minoritised languages in higher education: Zapotequización of language education in Mexico Bachelor Thesis
2018.
@bachelorthesis{Korne2018,
title = {Changing ideological and implementational spaces for minoritised languages in higher education: Zapotequización of language education in Mexico},
author = {Haley De Korne and Mario E López Gopar and Kiara Rios Rios},
doi = {10.1080/01434632.2018.1531876},
year = {2018},
date = {2018-10-29},
urldate = {2018-10-29},
journal = {Journal of Multilingual and Multicultural Development},
volume = {40},
number = {3},
pages = {1-14},
abstract = {Indigenous languages of Mexico have largely been excluded from formal education spaces. This ethnographic action research study highlights a context where Diidxazá/ Isthmus Zapotec, an Indigenous language of Oaxaca, has recently begun to be taught in higher education. We examine the ways that administrators, the teacher, and students in these classes have collaborated to create a new space within the institution. By tracing the power dynamics behind the implementational and ideological efforts that have made this possible, we aim to provide insight into the social change underway in this setting, as well as the concrete steps that were taken in the creation of this pluralist space for Indigenous language learning. We conclude with a discussion of the collective engagement that has been necessary in order to foster and develop a community of Indigenous-language learners, and the challenge of going beyond tokenistic inclusion of minoritised languages in education.},
keywords = {},
pubstate = {published},
tppubtype = {bachelorthesis}
}
Indigenous languages of Mexico have largely been excluded from formal education spaces. This ethnographic action research study highlights a context where Diidxazá/ Isthmus Zapotec, an Indigenous language of Oaxaca, has recently begun to be taught in higher education. We examine the ways that administrators, the teacher, and students in these classes have collaborated to create a new space within the institution. By tracing the power dynamics behind the implementational and ideological efforts that have made this possible, we aim to provide insight into the social change underway in this setting, as well as the concrete steps that were taken in the creation of this pluralist space for Indigenous language learning. We conclude with a discussion of the collective engagement that has been necessary in order to foster and develop a community of Indigenous-language learners, and the challenge of going beyond tokenistic inclusion of minoritised languages in education.
2017
Korne, Haley De; James, Costa; Lane, Pia
Standardizing Minority Languages: Reinventing Peripheral Languages in the 21st Century Book
Routledge, 2017, ISBN: 9781315647722.
@book{Korne2017,
title = {Standardizing Minority Languages: Reinventing Peripheral Languages in the 21st Century},
author = {Haley De Korne and Costa James and Pia Lane},
isbn = {9781315647722},
year = {2017},
date = {2017-09-22},
urldate = {2017-09-22},
publisher = {Routledge},
abstract = {This chapter looks at standardisation processes as a political domain where social actors use standards as semiotic resources for articulating discourses on society. Language standards have become naturalised and widely accepted as the normal forms of dominant European languages. The movement towards standardisation was bolstered through the rise of centralised governments and administration as well as compulsory education and the creation of unified economic and cultural markets, to use Bourdieu's terminology. The establishment of national language academies (in France, and later in Spain and elsewhere) also played a central role in amplifying purist and prescriptivist ideals and in naturalising the presence of a top-down authority over language practices, particularly in relation to writing. Within the academic community, there are several disciplines which have contributed to and/or investigated the phenomena of minority language standardisation, including linguistics, anthropology and language policy and planning.},
keywords = {},
pubstate = {published},
tppubtype = {book}
}
This chapter looks at standardisation processes as a political domain where social actors use standards as semiotic resources for articulating discourses on society. Language standards have become naturalised and widely accepted as the normal forms of dominant European languages. The movement towards standardisation was bolstered through the rise of centralised governments and administration as well as compulsory education and the creation of unified economic and cultural markets, to use Bourdieu's terminology. The establishment of national language academies (in France, and later in Spain and elsewhere) also played a central role in amplifying purist and prescriptivist ideals and in naturalising the presence of a top-down authority over language practices, particularly in relation to writing. Within the academic community, there are several disciplines which have contributed to and/or investigated the phenomena of minority language standardisation, including linguistics, anthropology and language policy and planning.
2016
Korne, Haley De; Hornberger, Nancy H.; Weinberg, Miranda
Ways of Talking (and Acting) About Language Reclamation: An Ethnographic Perspective on Learning Lenape in Pennsylvania Bachelor Thesis
2016.
@bachelorthesis{Korne2016,
title = {Ways of Talking (and Acting) About Language Reclamation: An Ethnographic Perspective on Learning Lenape in Pennsylvania},
author = {Haley De Korne and Nancy H. Hornberger and Miranda Weinberg},
doi = {10.1080/15348458.2016.1113135},
year = {2016},
date = {2016-01-02},
urldate = {2016-01-02},
journal = {Journal of Language Identity & Education},
volume = {15},
number = {1},
pages = {44-58},
abstract = {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.},
keywords = {},
pubstate = {published},
tppubtype = {bachelorthesis}
}
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.