Continua of Biliteracy An Ecological Framework for Educational Policy, Research, and Practice in Multilingual Settings Edited by: Nancy H. Hornberger

Paperback - 400 pages
Related Formats:
23 May 2003
Bilingual Education & Bilingualism
Multilingual Matters
210 x 148

Key features

- Provides a unified framework for considering the rapidly expanding range of issues encompassed by the terms bilingualism and literacy

- Stimulates further discussion and application of the framework and exploration of how it can be integrated fruitfully with other conceptualizations of literacy and biliteracy


Biliteracy - the use of two or more languages in and around writing- is an inescapable feature of lives and schools worldwide, yet one which most educational policy and practice continue blithely to ignore. The continua of biliteracy featured in the present volume offers a comprehensive yet flexible model to guide educators, researchers, and policy-makers in designing, carrying out, and evaluating educational programs for the development of bilingual and multilingual learners, each program adapted to its own specific context, media, and contents.


The volume is a marvellous corrective to the relative neglect of multilingual and multi-script literacies in much literacy research. It is especially satisfying to see this important new volume ‘framed’ by an icon of multilingual research and multilingualism sensibilities, Jim Cummins, in a foreword; and an icon of literacy ethnographies, Brian Street, in an afterword.

- Language & Education Vol. 18, No 4, 2004 - Joseph Lo Bianco

The continua model is a valuable tool for researchers, educational practitioners and policy makers who are committed to pursuing just language policies.

- International Journal of Bilingual Education & Bilingualism Vol. 8 No 1, 2005 - Benedicta Egbo

This varied collection provides a valuable resource for those who have a professional concern with literacy, including researchers, classroom teachers, and administrators who must make language and instructional programs choices that speak both to theoretical and practical instructional concerns.

- December 2004 issue (35:4) of Anthropology & Education Quarterly. - Jenny Cook-Gumperz

The value of this model is demonstrated in this book.

- Language in Society 34:2 - David I Hanauer

Author Biography:

Dr Nancy H. Hornberger is Professor of Education and Director of Educational Linguistics at the University of Pennsylvania Graduate School of Education, where she also convenes the annual Ethnography in Education Research Forum. She specializes and has published widely in sociolinguistics, language planning, bilingualism and biliteracy, and educational policy and practice for indigenous and immigrant language minorities in the United States and internationally.

Readership Level:

Postgraduate, Research / Professional

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