BOOK
Honoring Richard Ruiz and his Work on Language Planning and Bilingual Education
(2016)
Additional Information
Book Details
Abstract
Richard Ruiz has inspired generations of scholars in language planning and multilingual education with his unique orientations to language as a problem, a right and a resource. This volume attests to the far-reaching impact of his thinking and teaching, bringing together a selection of his published and unpublished writings on language planning orientations, bilingual and language minority education, language threat and endangerment, voice and empowerment, and even language fun, accompanied by contributions from colleagues and former students reflecting and expanding on Ruiz’ ground-breaking work. This book will be of great interest to both undergraduate and postgraduate students in language planning and multilingual education, Indigenous and minority education, as well as to junior and senior researchers in those fields.
Richard Ruiz’s influence on the fields of language policy and language education has been immense. His scholarship was always especially elegant and insightful. It was also, crucially, always grounded in social justice and a related commitment to effecting positive change for bilingual and minoritized students. His untimely death has robbed us of not only a great academic but also a remarkable person. But this is all the more reason why this collection is so important, because in reading it we can still clearly hear his voice, see his vision, and understand the significance, reach and influence of his work.
Nancy H. Hornberger is Professor of Education and Chair of Educational Linguistics at the University of Pennsylvania, USA. She is a three-time recipient of the Fulbright Senior Specialist Award, which has taken her to Paraguay, New Zealand and South Africa respectively, and she teaches, lectures and advises on multilingualism and education throughout the world. Her research interests include educational linguistics and sociolinguistics, educational ethnography and anthropology, bilingualism and biliteracy, multilingualism and language education policy, Indigenous education and language revitalization. She has authored or edited over two dozen books, including Sociolinguistics and Language Education (Multilingual Matters, 2010).
This book is both a tribute to a remarkable man and a passionate call for social and educational change. Richard Ruiz was a quiet and persistent leader in education research and theory. The volume advances his theories through the reproduction of his own pieces and the publication of those who studied and worked with Richard over many years. The volume is his legacy to the field and will be a treat and an education for all who read it.
Expertly and affectionately choreographed by Nancy Hornberger and other colleagues and former students, Richard Ruiz emerges from these pages not only as a brilliantly original scholar but also as a passionate advocate for equity and an inspirational, warm, and funny friend and mentor.
Table of Contents
Section Title | Page | Action | Price |
---|---|---|---|
Contents | v | ||
Introduction: Richard Ruiz and His Legacy | xiii | ||
Acknowledgments | xxv | ||
Part 1 Language Planning | 1 | ||
‘Language Planning is Social Planning’: Reflections on the Language Planning Contributions of Richard Ruiz | 3 | ||
Orientations in Language Planning | 13 | ||
Official Languages and Language Planning | 33 | ||
Language Planning Considerations in Indigenous Communities | 59 | ||
Threat Inversion and Language Policy in the United States | 67 | ||
English Language Planning and Transethnification in the USA | 77 | ||
Part 2 Bilingual Education | 93 | ||
Richard Ruiz and Bilingual Education | 95 | ||
Language Teaching in American Education: Impact on Second-Language Learning | 100 | ||
Bilingual Education | 179 | ||
Paradox of Bilingualism | 182 | ||
The Knowledge Base of Bilingual Education | 191 | ||
Part 3 Language Fun | 203 | ||
Taking ‘Language Fun’ Seriously | 205 | ||
The Parable of the Pigs A Story in the Development of US Bilingual Education Policy | 212 | ||
Jesus Was Bilingual | 213 | ||
The Ontological Status of Burritos | 219 | ||
Part 4 Language Minority Education | 227 | ||
Introductory Reflection | 229 | ||
Ethnic Group Interests and the Social Good: Law and Language in Education | 237 | ||
The Empowerment of Language-Minority Students | 259 | ||
Asymmetrical Worlds: The Representation of the Ethnic in Public Discourse | 270 | ||
The Educational Sovereignty of Latino/a Students in the United States | 275 | ||
Part 5 Perspectives on Language Planning Orientations and Language Threat Inversion | 299 | ||
Language Ideologies and Bilingual Realities: The Case of Coral Way | 301 | ||
Language Orientations in Guatemala: Toward Language as Resource? | 316 | ||
‘Language as Catalyst’: Exploring the Role of Linguistic Landscapes in the Framework of Richard Ruiz’s ‘Orientations in Language Planning’ | 338 | ||
Threat Inversion and Language Maintenance in Puerto Rico and Aruba | 355 | ||
Part 6 Communities as Linguistic Resources Across the Americas: A Symposium of Essays | 379 | ||
Language, Voice and Empowerment Frameworks | 383 | ||
Indigenous Youth Language Resources, Educational Sovereignty and Praxis: Connecting a New Body of Language Planning Research to the Work of Richard Ruiz | 396 | ||
The Missing Voices in Colombia Bilingue: The Case of Ebera Children’s Schooling in Bogotá, Colombia | 431 | ||
Learning About Linguistic Resources Through Home Engagements: Opportunities for Latina Preservice Teachers to Shape Their Language Orientations | 459 | ||
Afterword: Richard Ruiz | 472 | ||
Contributors | 477 | ||
Ruiz CV 2015 | 483 | ||
Index | 502 |