Honoring Richard Ruiz and his Work on Language Planning and Bilingual Education

by Nancy H. Hornberger (Editor)

Overview

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attests to the far-reaching impact of his thinking and teaching, bringing together a selection of his published and unpublished writings on language planning orientations, bilingual and language minority education, language threat and endangerment, voice and empowerment, and even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.

Product Details

ISBN-13:	9781783096688
Publisher:	Channel View Publications
Publication date:	11/21/2016
Series:	Bilingual Education & Bilingualism , #105
Pages:	536
Sales rank:	930,879
Product dimensions:	6.10(w) x 9.20(h) x 1.10(d)

About the Author

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).

Table of Contents

Dedication

Introduction: Richard Ruiz and his Legacy — Nancy H. Hornberger

Acknowledgements

Part I: Language Planning

1. Teresa L. McCarty: “Language Planning Is Social Planning”: Reflections on the Language Planning Contributions of Richard Ruiz

2. Orientations in Language Planning. 1984b. NABE Journal, 8(2), 15-34.

3. Official Languages and Language Planning. 1990. in K. Adams & D. Brink, Eds. Perspectives on Official English: The Campaign for English as the Official Language of the USA, 11-24. Berlin: Mouton. 

4. Language Planning Considerations in Indigenous Communities. 1995. Bilingual Research Journal 19, 71-81.

5. Threat Inversion and Language Policy in the United States. 2006, Unpublished. 

6. English Language Planning and Transethnification in the USA. 2010. Telescope. (Aménagement Linguistique De L’anglais Et La Transethnification Aux États-Unis).

Part II: Bilingual Education

7. Norma González and Eric J. Johnson: Richard Ruiz and Bilingual Education

8. Language Teaching In American Education. 1984a. Washington, DC: National Institute of Education Report.

9. Bilingual Education. 1997. In C. Grant & G. Ladson-Billings, Eds. Dictionary Of Multicultural Education, 29-31.

10. The Paradox of Bilingualism. 2008c. in J. Gonzalez, Ed. Encyclopedia of Bilingual Education, 645-650. Sage.

11. The Knowledge Base of Bilingual Education. Review Of González (2008) The Encyclopedia Of Bilingual Education. Education Review, November 8, 2008a.

Part III: Language Fun

12. Perry Gilmore, Brendan H. O’Connor and Lauren Zentz: Taking “Language Fun” Seriously

13. The Parable of the Pigs. 1992/1996, Unpublished

14. Jesus Was Bilingual. 2003, Unpublished

15. The Ontological Status of Burritos. 2008b, Unpublished

Part IV: Language Minority Education

16. Luis C. Moll and D.Lane Santa Cruz: Introductory Reflection

17. Ethnic Group Interests and the Social Good: Law and Language in Education. 1983. in W. Van Horne, Ed., Ethnicity, Law and the Social Good, 49-73. Milwaukee: American Ethnic Studies Coordinating Committee. 

18. The Empowerment of Language Minority Students. 1991. in C. Sleeter, Ed., Empowerment through Multicultural Education, 217-227. Albany: SUNY Press.

19. Asymmetrical Worlds: The Representation of the Ethnic in Public Discourse. 2000, Unpublished.

20. The Educational Sovereignty of Latino/a Students in the United States, By L. Moll and R. Ruiz. 2005. in P. Pedraza & M. Rivera, Eds. Latino Education: An Agenda for Community Action Research, 295-320. Erlbaum.

Part V: Perspectives on Language Planning Orientations and Language Threat Inversion

21. Erin Mackinney: Language Ideologies and Bilingual Realities: The Case of Coral Way

22. Julia Richards and Janelle Johnson: Language Orientations in Guatemala: Toward Language As Resource?

23. Olga Bever: ‘Language-As-Catalyst’: Exploring the Role of Linguistic Landscapes in the Framework of Richard Ruiz’s’ Orientations in Language Planning’

24. Kevin S. Carroll and Joyce Pereira: Threat Inversion and Language Maintenance in Puerto Rico and Aruba

Part VI:                 Communities As Linguistic Resources Across The Americas: A Symposium Of Essays

25. Mary Carol Combs and Sheilah E. Nicholas: Language, Voice and Empowerment Frameworks

26. Leisy Wyman, Candace Kaleimamoowahinekapu Galla and Luz Jiménez-Quispe: Indigenous Youth Language Resources, Educational Sovereignty, and Praxis: Connecting a New Body of Language Planning Research to the Work of Richard Ruiz

27. Amparo Clavijo Olarte and Ángela Pamela González: The Missing Voices in Colombia Bilingüe: The Case Of Ӗbӗra Children’s Schooling in Bogotá

28. Iliana Reyes and Ana Christina Da Silva Iddings: Learning about Linguistic Resources through Home Engagements: Opportunities for Latina Pre-Service Teachers to Shape Their Language Orientations

Afterword: Richard Ruiz - Colin Baker

Author Bios

Ruiz CV 2015

Editorial Reviews

[Richard's] legacy is not limited to scholarship in language planning and bilingual education, as this book’s title aptly suggests. In addition, it is the memory of Richard’s modest wisdom and tenacious humanity that gives us strength to resist structures that disempower. I, for one, am thankful that this memory manifests as an edited resource, in which such strength is available to access and share. Poised to act and teach, future generations of Richard’s students are waiting, patiently.

Language Policy (2019) 18 - Adam Schwartz

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.

Elizabeth Birr Moje

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.

Jim Cummins

[Richard's] legacy is not limited to scholarship in language planning and bilingual education, as this book’s title aptly suggests. In addition, it is the memory of Richard’s modest wisdom and tenacious humanity that gives us strength to resist structures that disempower. I, for one, am thankful that this memory manifests as an edited resource, in which such strength is available to access and share. Poised to act and teach, future generations of Richard’s students are waiting, patiently.

Adam Schwartz Policy (2019) 18

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.

Stephen May