Francis M. Hult is Assistant Professor of Applied Linguistics in the Department of Bicultural-Bilingual Studies at the University of Texas at San Antonio. His research examines the globalization of English as it relates to language planning and multilingualism, with a particular focus on Sweden. He is the founder and manager of the Educational Linguistics List. His work appears in journals such as the International Journal of the Sociology of Language, Language Problems and Language Planning, and Language Policy. He is co-editor (with Bernard Spolsky) of the Handbook of Educational Linguistics (Blackwell, 2008) and editor of Directions and Prospects for Educational Linguistics (Springer, 2010).Kendall A. King is Associate Professor of Second Languages and Cultures at the University of Minnesota, where she teaches about and conducts research on language policy, sociolinguistics and bilingualism. Recent projects have examined transmigration, parenting practices, and Spanish-Quichua-English language learning and use in Washington D.C., Minneapolis, and Saraguro, Ecuador, and the relationship across (im)migration status, second language learning, and school engagement for Latino youth. Her recent work appears in the Modern Language Journal, Discourse Studies, Applied Linguistics, and the International Journal of Bilingual Education and Bilingualism. She is an editor of the journal Language Policy.

From bilingual education and the continua of biliteracy, to language planning and educational equity, this outstanding volume addresses key debates in educational linguistics, capturing both the depth and breadth of Nancy Hornberger’s legendary influence on an important field. Editors Francis Hult and Kendall King have ensured that Hornberger’s impact will remain vibrant for generations to come.

• Foreword - Colin Baker and Mike GroverIntroduction: Global and Local Connections in Educational Linguistics - Francis M. Hult and Kendall A. KingSection I: Bilingual Education and Bilingualism Thematic Overview: Language policies, multilingual classrooms: Resonances across continents - Marilyn Martin-Jones1 Language Teacher Education and Teacher Identity - Manka Varghese2 Terrorism, Nationalism and Westernization: Code Switching and Identity in Bollywood - Viniti Vaish3 Making Local Practices Globally Relevant in Researching Multilingual Education - Angela CreeseSection II: Continua of Biliteracy Thematic Overview: The Continua of Biliteracy and New Literacy Studies - Brian Street4 Continuing the Continua: Why Content Matters in Biliterate Citizenship Education - Ellen Skilton-Sylvester5 Literacy in Two Lands: Refugee Women’s Shifting Practices of Literacy and Labor - Daryl Gordon6 Poetic Anthropology and the Lyric Continua between Science and Art - Melisa Cahnmann-TaylorSection III: Policy and Planning for Linguistic Diversity in Education Thematic Overview: Unpeeling, Slicing, and Stirring the Onion - Questions and Certitudes in Policy and Planning for Linguistic Diversity in Education - Teresa L. McCarty7 Implementational and Ideological Spaces in Bilingual Education Policy, Practice, and Research - David Cassels Johnson8 Quechua Language and Education Policy in the Peruvian Highlands - Serafín Coronel-Molina9 An Ecological Perspective for Planning Chinese Language in the United States - Shuhan WangAfterword: Cooking with Nancy - Richard Ruiz

Francis M. Hult is Assistant Professor of Applied Linguistics in the Department of Bicultural-Bilingual Studies at the University of Texas at San Antonio. His research examines the globalization of English as it relates to language planning and multilingualism, with a particular focus on Sweden. He is the founder and manager of the Educational Linguistics List. His work appears in journals such as the International Journal of the Sociology of Language, Language Problems and Language Planning, and Language Policy. He is co-editor (with Bernard Spolsky) of the Handbook of Educational Linguistics (Blackwell, 2008) and editor of Directions and Prospects for Educational Linguistics (Springer, 2010).Kendall A. King is Associate Professor of Second Languages and Cultures at the University of Minnesota, where she teaches about and conducts research on language policy, sociolinguistics and bilingualism. Recent projects have examined transmigration, parenting practices, and Spanish-Quichua-English language learning and use in Washington D.C., Minneapolis, and Saraguro, Ecuador, and the relationship across (im)migration status, second language learning, and school engagement for Latino youth. Her recent work appears in the Modern Language Journal, Discourse Studies, Applied Linguistics, and the International Journal of Bilingual Education and Bilingualism. She is an editor of the journal Language Policy.

From bilingual education and the continua of biliteracy, to language planning and educational equity, this outstanding volume addresses key debates in educational linguistics, capturing both the depth and breadth of Nancy Hornberger’s legendary influence on an important field. Editors Francis Hult and Kendall King have ensured that Hornberger’s impact will remain vibrant for generations to come.

• Foreword - Colin Baker and Mike GroverIntroduction: Global and Local Connections in Educational Linguistics - Francis M. Hult and Kendall A. KingSection I: Bilingual Education and Bilingualism Thematic Overview: Language policies, multilingual classrooms: Resonances across continents - Marilyn Martin-Jones1 Language Teacher Education and Teacher Identity - Manka Varghese2 Terrorism, Nationalism and Westernization: Code Switching and Identity in Bollywood - Viniti Vaish3 Making Local Practices Globally Relevant in Researching Multilingual Education - Angela CreeseSection II: Continua of Biliteracy Thematic Overview: The Continua of Biliteracy and New Literacy Studies - Brian Street4 Continuing the Continua: Why Content Matters in Biliterate Citizenship Education - Ellen Skilton-Sylvester5 Literacy in Two Lands: Refugee Women’s Shifting Practices of Literacy and Labor - Daryl Gordon6 Poetic Anthropology and the Lyric Continua between Science and Art - Melisa Cahnmann-TaylorSection III: Policy and Planning for Linguistic Diversity in Education Thematic Overview: Unpeeling, Slicing, and Stirring the Onion - Questions and Certitudes in Policy and Planning for Linguistic Diversity in Education - Teresa L. McCarty7 Implementational and Ideological Spaces in Bilingual Education Policy, Practice, and Research - David Cassels Johnson8 Quechua Language and Education Policy in the Peruvian Highlands - Serafín Coronel-Molina9 An Ecological Perspective for Planning Chinese Language in the United States - Shuhan WangAfterword: Cooking with Nancy - Richard Ruiz

Francis M. Hult is Assistant Professor of Applied Linguistics in the Department of Bicultural-Bilingual Studies at the University of Texas at San Antonio. His research examines the globalization of English as it relates to language planning and multilingualism, with a particular focus on Sweden. He is the founder and manager of the Educational Linguistics List. His work appears in journals such as the International Journal of the Sociology of Language, Language Problems and Language Planning, and Language Policy. He is co-editor (with Bernard Spolsky) of the Handbook of Educational Linguistics (Blackwell, 2008) and editor of Directions and Prospects for Educational Linguistics (Springer, 2010).Kendall A. King is Associate Professor of Second Languages and Cultures at the University of Minnesota, where she teaches about and conducts research on language policy, sociolinguistics and bilingualism. Recent projects have examined transmigration, parenting practices, and Spanish-Quichua-English language learning and use in Washington D.C., Minneapolis, and Saraguro, Ecuador, and the relationship across (im)migration status, second language learning, and school engagement for Latino youth. Her recent work appears in the Modern Language Journal, Discourse Studies, Applied Linguistics, and the International Journal of Bilingual Education and Bilingualism. She is an editor of the journal Language Policy.

From bilingual education and the continua of biliteracy, to language planning and educational equity, this outstanding volume addresses key debates in educational linguistics, capturing both the depth and breadth of Nancy Hornberger’s legendary influence on an important field. Editors Francis Hult and Kendall King have ensured that Hornberger’s impact will remain vibrant for generations to come.

• Foreword - Colin Baker and Mike GroverIntroduction: Global and Local Connections in Educational Linguistics - Francis M. Hult and Kendall A. KingSection I: Bilingual Education and Bilingualism Thematic Overview: Language policies, multilingual classrooms: Resonances across continents - Marilyn Martin-Jones1 Language Teacher Education and Teacher Identity - Manka Varghese2 Terrorism, Nationalism and Westernization: Code Switching and Identity in Bollywood - Viniti Vaish3 Making Local Practices Globally Relevant in Researching Multilingual Education - Angela CreeseSection II: Continua of Biliteracy Thematic Overview: The Continua of Biliteracy and New Literacy Studies - Brian Street4 Continuing the Continua: Why Content Matters in Biliterate Citizenship Education - Ellen Skilton-Sylvester5 Literacy in Two Lands: Refugee Women’s Shifting Practices of Literacy and Labor - Daryl Gordon6 Poetic Anthropology and the Lyric Continua between Science and Art - Melisa Cahnmann-TaylorSection III: Policy and Planning for Linguistic Diversity in Education Thematic Overview: Unpeeling, Slicing, and Stirring the Onion - Questions and Certitudes in Policy and Planning for Linguistic Diversity in Education - Teresa L. McCarty7 Implementational and Ideological Spaces in Bilingual Education Policy, Practice, and Research - David Cassels Johnson8 Quechua Language and Education Policy in the Peruvian Highlands - Serafín Coronel-Molina9 An Ecological Perspective for Planning Chinese Language in the United States - Shuhan WangAfterword: Cooking with Nancy - Richard Ruiz