@article{hohepa_biliterate_2006,
	title = {Biliterate {Practices} in the {Home}: {Supporting} {Indigenous} {Language} {Regeneration}},
	volume = {5},
	shorttitle = {Biliterate {Practices} in the {Home}},
	abstract = {[A response to Nancy Hornberger's "Voice and Biliteracy in Indigenous Language Revitalization: Contentious Educational Practices in Quechua, Guarani, and Maori Contexts," Journal of Language, Identity, and Education, 2006, 5, 4, 277-292.] In this article I reflect on the significance that Nancy Hornberger's work has had in my roles as an academic \& mother. I also explain my preference for the term 'indigenous language regeneration' \& then consider the significant role literacy has in such regeneration. Taking Nancy's position that "implementation of multilingual language policies through multilingual education brings with it choices, dilemmas, \& even contradictions in educational practice" (Hornberger, p. 277), the importance of Maori language planning \& language policy implementation not only focusing on formal education but also on home \& community is highlighted. The article concludes with examples of Maori parents' \& children's biliterate practices in home bookreading activities, in contrast to the Maori biliterate educational practice Nancy describes in her article. 'Biliteracy' in the sense that Nancy Hornberger has articulated in her work, is conceived as providing tools within sociocultural practices in both formal educational \& home settings to amplify Maori language regeneration. Adapted from the source document},
	language = {eng},
	number = {4},
	journal = {Journal of Language, Identity, and Education},
	author = {Hohepa, Margie},
	year = {2006},
	keywords = {4122, Applied Linguistics, Article, Bilingual Education, Bilingualism, Families, Joint Reading, Language Planning, Language Policy, New Zealand, Polynesian Languages, language revitalization},
	pages = {293--301},
}

{"_id":"m79YqoCy9mEZZk69X","bibbaseid":"hohepa-biliteratepracticesinthehomesupportingindigenouslanguageregeneration-2006","author_short":["Hohepa, M."],"bibdata":{"bibtype":"article","type":"article","title":"Biliterate Practices in the Home: Supporting Indigenous Language Regeneration","volume":"5","shorttitle":"Biliterate Practices in the Home","abstract":"[A response to Nancy Hornberger's \"Voice and Biliteracy in Indigenous Language Revitalization: Contentious Educational Practices in Quechua, Guarani, and Maori Contexts,\" Journal of Language, Identity, and Education, 2006, 5, 4, 277-292.] In this article I reflect on the significance that Nancy Hornberger's work has had in my roles as an academic & mother. I also explain my preference for the term 'indigenous language regeneration' & then consider the significant role literacy has in such regeneration. Taking Nancy's position that \"implementation of multilingual language policies through multilingual education brings with it choices, dilemmas, & even contradictions in educational practice\" (Hornberger, p. 277), the importance of Maori language planning & language policy implementation not only focusing on formal education but also on home & community is highlighted. The article concludes with examples of Maori parents' & children's biliterate practices in home bookreading activities, in contrast to the Maori biliterate educational practice Nancy describes in her article. 'Biliteracy' in the sense that Nancy Hornberger has articulated in her work, is conceived as providing tools within sociocultural practices in both formal educational & home settings to amplify Maori language regeneration. Adapted from the source document","language":"eng","number":"4","journal":"Journal of Language, Identity, and Education","author":[{"propositions":[],"lastnames":["Hohepa"],"firstnames":["Margie"],"suffixes":[]}],"year":"2006","keywords":"4122, Applied Linguistics, Article, Bilingual Education, Bilingualism, Families, Joint Reading, Language Planning, Language Policy, New Zealand, Polynesian Languages, language revitalization","pages":"293–301","bibtex":"@article{hohepa_biliterate_2006,\n\ttitle = {Biliterate {Practices} in the {Home}: {Supporting} {Indigenous} {Language} {Regeneration}},\n\tvolume = {5},\n\tshorttitle = {Biliterate {Practices} in the {Home}},\n\tabstract = {[A response to Nancy Hornberger's \"Voice and Biliteracy in Indigenous Language Revitalization: Contentious Educational Practices in Quechua, Guarani, and Maori Contexts,\" Journal of Language, Identity, and Education, 2006, 5, 4, 277-292.] In this article I reflect on the significance that Nancy Hornberger's work has had in my roles as an academic \\& mother. I also explain my preference for the term 'indigenous language regeneration' \\& then consider the significant role literacy has in such regeneration. Taking Nancy's position that \"implementation of multilingual language policies through multilingual education brings with it choices, dilemmas, \\& even contradictions in educational practice\" (Hornberger, p. 277), the importance of Maori language planning \\& language policy implementation not only focusing on formal education but also on home \\& community is highlighted. The article concludes with examples of Maori parents' \\& children's biliterate practices in home bookreading activities, in contrast to the Maori biliterate educational practice Nancy describes in her article. 'Biliteracy' in the sense that Nancy Hornberger has articulated in her work, is conceived as providing tools within sociocultural practices in both formal educational \\& home settings to amplify Maori language regeneration. 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