@article{hornberger_voice_2006,
	title = {Voice and {Biliteracy} in {Indigenous} {Language} {Revitalization}: {Contentious} {Educational} {Practices} in {Quechua}, {Guarani}, and {Māori} {Contexts}},
	volume = {5},
	issn = {1534-8458},
	shorttitle = {Voice and {Biliteracy} in {Indigenous} {Language} {Revitalization}},
	url = {http://repository.upenn.edu/cgi/viewcontent.cgi?article=1151&context=gse_pubs},
	doi = {10.1207/s15327701jlie0504_2},
	abstract = {This article considers instances of biliterate educational practice in contexts of indigenous language revitalization involving Quechua in the South American Andes, Guarani in Paraguay, and Māori in Aotearoa/NewZealand. In these indigenous contexts of sociohistorical and sociolinguistic oppression, the implementation of multilingual language policies through multilingual education brings with it choices, dilemmas, and even contradictions in educational practice. I consider examples of such contentious educational practices from an ecological perspective, using the continua of biliteracy and the notion of voice as analytical heuristics. I suggest that the biliterate use of indigenous children's own or heritage language as medium of instruction alongside the dominant language mediates the dialogism, meaning-making, access to wider discourses, and taking of an active stance that are dimensions of voice. Indigenous voices thus activated can be a powerful force for both enhancing the children's own learning and promoting the maintenance and revitalization of their languages.},
	number = {4},
	journal = {Journal of Language, Identity \& Education},
	author = {Hornberger, Nancy H.},
	year = {2006},
	pages = {277--292},
}

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