Haley DeKorne

• DeKorne, Haley; Luzinski, Wocjiech; Wickstrøm, Pia Kristine Larsen & Nijman, James (2025). Language revitalization strategies and their success among new speakers of Wymysorys. In Metrak, Maciej (Eds.), Vilamovian engaged research. University of Warsaw Press. ISSN 9788323570806. p. 131–172. doi: https:/www.wuw.pl/product-pol-20800-Wymysioejer-gyangazjyty-fusnana-Wilamowskie-badania-zaangazowane-Vilamovian-engaged-research-EBOOK.html. Full text in Research Archive
• Korne, Haley De; Purkarthofer, Judith & Obojska, Maria Antonina (2025). (De)valuing heritage languages across time and space. In Setter, Jane; Dovchin, Sender & Ramjattan, Vijay A. (Ed.), The Oxford Handbook of Language and Prejudice. Oxford University Press. ISSN 9780192869203. p. 240–258. Full text in Research Archive
• Wik, Jon-Magne & Korne, Haley De (2025). Læreres og språkhjelperes erfaringer med flerspråklig undervisningspraksis i voksenopplæringen: Utfordringer og muligheter. NOA - Norsk som andrespråk. ISSN 0801-3284. 41(1), p. 38–65. doi: https:/ojs.novus.no/index.php/NOA/article/view/2459. Full text in Research Archive Show summary

  De siste årene har flerspråklig undervisning fått større oppmerksomhet som en inkluderende tilnærming til andrespråksundervisning på tvers av aldersgrupper. Denne artikkelen utforsker bruk av språkhjelpere som en form for flerspråklig støtte i norskundervisningen for voksne innlærere med liten eller ingen skolegang og begrenset skrivekyndighet. Begrepet språkhjelper kan forstås som en samlebetegnelse på flerspråklige lærerassistenter som benytter sine språklige ressurser og pedagogiske og kulturelle kompetanse for å støtte innlærere i deres språk­opplæring. Bruken av språkhjelpere er en forholdsvis ny form for pedagogisk praksis i voksenopplæringen, og forskning har vist at slik praksis kan være effektiv. Denne artikkelen baserer seg på et mastergradsprosjekt (Wik, 2023) som analyserer og drøfter hva slags erfaringer lærere og språkhjelpere har hatt med en språkhjelperordning tilknyttet norskopplæringen for voksne deltakere med lite eller ingen skolegang. Funnene viser hvordan overordnede faktorer som språkpolitikk og språkideologi kan påvirke arbeidet med å utvikle og institusjonalisere flerspråklig pedagogisk praksis, og hvordan aktører på skolenivå kan utvide det organisatoriske og ideologiske handlingsrommet de befinner seg i, for å realisere potensialet i språkhjelperordningen.

• Borey, Valerie; Bulkina, Svitlana; Korne, Haley De & Kisela, Ena (2025). “If One Feels at Home, Then Comes Belonging”: Language, Integration and Community-based Learning in Norway. Journal of Language, Identity & Education. ISSN 1534-8458. 24(6), p. 1349–1363. doi: 10.1080/15348458.2025.2573334. Full text in Research Archive Show summary

  With forced migration at an all-time high, language learning is a common area of focus in discussions of social and economic integration. This ethnographic case study explores an educational space that aims to support the aspirations of adult migrants to Norway, including, but not limited to, language learning. Drawing on participant observation and language portrait interviews, we explore whether and how language learning and integration are facilitated within Åpen Møteplass (Open Meeting Place), a free weekly program in Oslo. We found that Åpen Møteplass contributes to both language learning and integration by functioning as a community of practice characterized by informal language socialization and translanguaging practice in which diverse participants can work together to develop cultural knowledge and negotiate their place in Norwegian society, and where immigrant learners can also begin to identify as insiders, experts, and legitimate speakers.

• Korne, Haley De; Johansen, Åse Mette & Sollid, Hilde (2025). Critical place-based pedagogy and language teacher education in the Global North and South. The Modern Language Journal. ISSN 0026-7902. 109(3), p. 569–585. doi: 10.1111/modl.13013. Full text in Research Archive Show summary

  Critical place-based pedagogies are closely tied to the social space of teachers and learners, aiming to raise awareness and support efforts for positive change. Social space shapes—and is shaped by—language teaching and learning. A critical approach to language teacher education must always engage with space and place, and contextual awareness is a key step in teachers’ critical reflection on their work. This article focuses on language teacher education in multilingual peripheries in the Global North and South. These spaces are characterized by distance from national political centers and language ecologies in which Indigenous and minoritized languages are in unequal contact with national languages and globalized languages. We reflect on two different initiatives to include more local language knowledge into language teacher education in Southern Mexico and Northern Norway, asking why and how these critical pedagogical initiatives came to be, and what lessons can be learned from them. Southern Oaxaca, Mexico, is home to multiple Indigenous language communities, while Spanish holds a position of ideological and material dominance, and English takes an ever-larger role in both official and unofficial interactions. The Norwegian part of Sápmi, the region where Sámi people live, which stretches across what is now Norway, Sweden, Finland, and Russia, is also characterized by multiple minoritized languages, the national language Norwegian, and an increasing variety of immigrant languages. Navigating these multilingual, unequal spaces leads some teacher educators to reflect and act critically. Drawing on reflections, observations, and interviews with and by teacher educators in these regions, we analyze how teacher educators aim to reflect local realities over time, while also hoping to shape social space in positive ways in the future.

• Korne, Haley De (2025). "¿Para qué sirve la utopía?" Aims and Activism Strategies in Minoritized Language Research. In Cutler, Cecelia; Røyneland, Unn & Vrzić, Zvjezdana (Ed.), Language Activism The Role of Scholars in Linguistic Reform and Social Change. Cambridge University Press. ISSN 9781108833165. p. 109–120. doi: 10.1017/9781108973168.008. Full text in Research Archive Show summary

  Researchers investigating minoritized languages have engaged in the promotion and defense of these languages in a variety of ways. While not all researchers consider themselves to be activists, their actions are nonetheless a part of language politics in the contexts where they work. All research is political and all researchers are political actors, as members of colonized groups know all too well. In this chapter, I discuss language activism as a social project where multiple actors have meaningful roles to play, scholars among them. I begin by positioning myself as a scholar activist and then discuss the broad aims of language activism, including the potentially conflicting nature of activism goals. Turning to consider activism strategies, I draw on a framework developed through ethnographic study of language activists in the Isthmus of Tehuantepec, Mexico, which represents a repertoire of strategies available to actors dependent on their positionality. Throughout, I reflect on the affordances and constraints of scholars as social actors within the wider project of language activism, drawing on my own experiences as a European-American scholar engaged in primarily Indigenous language initiatives. I highlight approaches that I have found helpful, including working across disciplines and a constructivist understanding of activism aims and strategies.

• Hornberger, Nancy H. & Korne, Haley De (2023). Minoritized/ Indigenous language revitalization. In Wei, Li; Hua, Zhu & Simpson, James R. (Ed.), The Routledge Handbook of Applied Linguistics. Routledge. ISSN 9780367536244. p. 349–361. doi: 10.4324/9781003082637-30. Full text in Research Archive
• Korne, Haley De; Herández, Lorena Córdova & Dueñas, Frances Kvietok (2023). Youth in language endangerment and reclamation processes. In Svendsen, Bente Ailin & Jonsson, Rickard (Ed.), The Routledge Handbook of Language and Youth Culture. Routledge. ISSN 9780367764142. p. 108–120. Full text in Research Archive
• Korne, Haley De; Korsvoll, Nils Hallvard & Lund, Bjarte Aarmo (2022). Hvorfor kriger mennesker? Morgenbladet. ISSN 0805-3847. Full text in Research Archive
• Korne, Haley De; Korsvoll, Nils Hallvard & Lund, Bjarte Aarmo (2022). Ukens spørsmål: Kvifor er vatnet så himla kaldt? Morgenbladet. ISSN 0805-3847. Full text in Research Archive
• Gomes, Rafael Lomeu & Korne, Haley De (2022). Foreign-local teacher-learners in the digital classroom: Everyday translanguaging and pedagogical translanguaging in Norwegian higher education. Journal of Multilingual Theories and Practices. ISSN 2632-4490. 3(1), p. 78–100. doi: 10.1558/jmtp.21356. Full text in Research Archive Show summary

  Prior to the Covid-19 pandemic outbreak in 2020, the University of Oslo (UiO), Norway, operated largely through in-person teaching, with minimal use of digital platforms. While online teaching did not change the multilingual nature of the academic community at UiO, nor the everyday Scandinavian-English translanguaging practices of our classrooms, it did bring to light the need to explicitly discuss forms of engagement and participation, including language use. We are both sociolinguists, learners of Norwegian and work migrants to Norway who have been members of UiO for over five years; as such, we negotiate positions as both foreign and local, and as teachers as well as learners. In this article, we take an autoethnographic practitioner inquiry perspective to investigate how our pedagogical translanguaging practices in digital modes of teaching have been shaped by (a) localised language hierarchies, (b) institutional demands/structures, (c) students’ needs and (d) our teaching philosophies. Drawing on our experiences in online teaching over three semesters, we analyse the challenges we have encountered and how attempting to address these challenges through pedagogical translanguaging practices has led to new insights into the nuances of Scandinavian repertoires and to pedagogical relationships based on a non-hierarchical understanding of the roles of lecturers and students. We have found it useful to draw attention to the everyday translanguaging of Norwegian society and to explicitly legitimise pedagogical translanguaging and translingual literacies in our classes as a way to foster metalinguistic awareness and better communication in the online classroom. At the same time, we acknowledge that the particular challenges posed by this digital transition and the dominant role of English in Scandinavian higher education still need further attention as we attempt to create teaching and learning spaces in online platforms that encourage the use of students’ and teachers’ linguistic repertoires.

• Korne, Haley De & Weinberg, Miranda (2021). 'I learned that my name is spelled wrong': Lessons from Mexico and Nepal on teaching literacy for Indigenous language reclamation. Comparative Education Review. ISSN 0010-4086. 65(2), p. 288–309. doi: 10.1086/713317. Full text in Research Archive Show summary

  Globally many minority and Indigenous communities are searching for ways to reclaim languages that have been marginalized by socioeconomic and political processes. These efforts often involve novel literacy practices. In this article, we draw from ethnographic data in Mexico and Nepal to ask, what are the opportunities and constraints of teaching writing in support of Indigenous language reclamation? Writing is simultaneously an attraction and a source of marginalization or discouragement for learners in both settings. Promoting and teaching writing creates opportunities such as raising the status, visibility, and longevity of Indigenous language education initiatives. Challenges include struggles for legitimacy among teachers and learners and the emergence of new hierarchies among dialects. We suggest that language reclamation efforts can benefit from making the most of the material and social nature of writing and from avoiding hard-line purism and a focus on form, while giving greater consideration to meaning and contexts for written expression.

• Beiler, Ingrid M. Rodrick; Korne, Haley De & Dewilde, Joke (2021). Etnografiske tilnærminger til andrespråksforskning. NOA - Norsk som andrespråk. ISSN 0801-3284. 37(1-2), p. 33–57. Full text in Research Archive Show summary

  This article offers an introduction to ethnographic methods for research on second language learning in and outside of the classroom. Ethnographic methods can address many different questions about second language learning, either as the overarching methodology or in combination with other methods. We demonstrate how these methods can be applied to second language research through examples from ethnographic studies in three different contexts. The first case is a classroom-based study, where an ethnographic approach offered more nuanced insight into the significance of various language resources for students’ writing development. Screen recording and language portraits are highlighted as methodological contributions. The second case is a study of language and culture learning outside of school, where team ethnography was combined with a multilingual interview app to study a multicultural festival, giving new insight into young people’s experiences of the festival. The third case presents a study where the researcher collaborated with stakeholders to establish more inclusive language education practices in higher education, illustrating how ethnographic research can support positive social change. In conclusion, we point to digital data collection methods and participant involvement as important future directions for ethnographic research on second language learning.

• Lexander, Kristin Vold; Goncalves, Kellie & Korne, Haley De (2020). Multilingual literacy practices – Global perspectives on visuality, materiality and creativity. International Journal of Multilingualism. ISSN 1479-0718. 17(3), p. 271–285. doi: 10.1080/14790718.2020.1766049. Full text in Research Archive
• Korne, Haley De (2020). Rethinking Ideologies of Learners’ Speech and the Multilingual Learning Process. The Modern Language Journal. ISSN 0026-7902. 104(2), p. 497–501. doi: 10.1111/modl.12654. Full text in Research Archive
• Korne, Haley De (2020). Comment « bien parler » le zapotèque de l'Isthme ? Purisme, pluralisme et enjeux sociaux. In Leblic, Isabelle & Souag, Lameen (Ed.), Du terrain á la théorie: les 40 ans de Lacito. Lacito Publications. ISSN 9782490768011. p. 179–197. Full text in Research Archive
• Purkarthofer, Judith & Korne, Haley Jean De (2019). Learning language regimes: Children's representations of minority language education. Journal of Sociolinguistics. ISSN 1360-6441. doi: 10.1111/josl.12346. Full text in Research Archive Show summary

  Minority language education initiatives often aim to resist dominant language regimes and to raise the social status of migrant or autochthonous minorities. We consider how participating children experience these alternative language regimes by analysing drawings made by children in two minority education settings—a Slovene‐German bilingual school in Austria and an Isthmus Zapotec (Indigenous) language and art workshop in Mexico. We examine how children's drawings represent language regimes in the social spaces they inhabit. Considering these drawings in relation to ethnographic observations and interviews with educators, we illustrate differences between how the social spaces are planned by educators and how they are represented and experienced by learners. Generally speaking, the children in our studies depict flexible, multilingual experiences and spaces, in contrast to the educators’ agendas of separating or emphasizing languages for pedagogical purposes. Mexican children's perception of themselves as participants in fluid language regimes, and Austrian children's increasing appropriation of multilingual space over time through both (school‐like) routines and (fun) exceptions can inform the efforts of minority language educators.

• Korne, Haley De; Gopar, Mario López & Rios, Kiara Rios (2018). Changing ideological and implementational spaces for minoritised languages in higher education: Zapotequización of language education in Mexico. Journal of Multilingual and Multicultural Development (JMMD). ISSN 0143-4632. doi: 10.1080/01434632.2018.1531876. Full text in Research Archive Show summary

  Indigenous languages of Mexico have largely been excluded from formal education spaces. This ethnographic action research study highlights a context where Diidxazá/ Isthmus Zapotec, an Indigenous language of Oaxaca, has recently begun to be taught in higher education. We examine the ways that administrators, the teacher, and students in these classes have collaborated to create a new space within the institution. By tracing the power dynamics behind the implementational and ideological efforts that have made this possible, we aim to provide insight into the social change underway in this setting, as well as the concrete steps that were taken in the creation of this pluralist space for Indigenous language learning. We conclude with a discussion of the collective engagement that has been necessary in order to foster and develop a community of Indigenous-language learners, and the challenge of going beyond tokenistic inclusion of minoritised languages in education.

• Schissel, Jamie; Korne, Haley De & Gopar, Mario López (2018). Grappling with translanguaging for teaching and assessment in culturally and linguistically diverse contexts: teacher perspectives from Oaxaca, Mexico. International Journal of Bilingual Education and Bilingualism. ISSN 1367-0050. p. 1–17. doi: 10.1080/13670050.2018.1463965. Full text in Research Archive Show summary

  Multilingual practices of translanguaging – fluid, complex, and dynamic processes of using one's complete linguistic repertoire – have been increasingly embraced by researchers and educators in bilingual education. Applying this perspective within the field of assessment has proven more challenging. In this project, we explore the role of multilingualism in teaching and classroom assessment design and practice, drawing upon the concept of translanguaging as a lens through which to explore the perceptions and practices of teachers. Working from assumptions that multilingualism in classrooms is an important tool to enhance the learning of linguistic minority students, we examined how teachers perceive and practice translanguaging in classroom language assessments through an action research case study with 40 language teachers in the linguistically and culturally diverse state of Oaxaca, Mexico. Their reflections ranged from the pressure to train students to produce monolingual-like language in order to pass international standardized tests to the potential to validate students’ linguistic repertoires and multicultural identities through increased use of translanguaging. Our analysis of this action research study and discussion of the potentials and limitations of translanguaging in teaching and assessments aims to contribute to the development of more equitable and effective multilingual education environments in the future.

• Hornberger, Nancy H. & Korne, Haley De (2018). Is Revitalization Through Education Possible? In Hinton, Leanne; Huss, Leena & Roche, Gerald (Ed.), The Routledge Handbook of Language Revitalization. Routledge. ISSN 9781138674493. p. 94–103. doi: 10.4324/9781315561271-12. Full text in Research Archive
• Korne, Haley De (2017). 'A Treasure' and 'A Legacy': Individual and Communal (Re)valuing of Isthmus Zapotec in Multilingual Mexico. In Flubacher, Mi-Cha & Perico, Alfonso Del (Ed.), Language, Education and Neoliberalism: Critical Studies in Sociolinguistics. Multilingual Matters. ISSN 9781783098682. p. 37–61. doi: 10.21832/9781783098699-005. Full text in Research Archive
• Costa, James; Korne, Haley Jean De & Lane, Pia (2017). Standardising Minority Languages: Reinventing Peripheral Languages in the 21st Century. In Lane, Pia; Costa, James & Korne, Haley Jean De (Ed.), Standardizing minority languages: Competing ideologies of authority and authenticity in the global periphery. Routledge. ISSN 9781315647722. p. 1–23. Full text in Research Archive Show summary

  This book addresses a crucial, yet often overlooked dimension of minority language standardisation, namely, how social actors engage with, support, alter, resist and even reject standardisation processes. We look at standardisation processes as a political domain where social actors use standards as semiotic resources for articulating discourses on society. The chapters in this volume are therefore concerned first and foremost with social actors, their ideologies and practices, rather than with language per se. By considering the perspectives and actions of people who participate in or are affected by minority language politics, this volume aims to provide a comparative and nuanced analysis of the complexity and tensions inherent in minority language standardisation processes. Echoing Fasold (1984), this involves a shift in focus from a sociolinguistics of language to a sociolinguistics of people. How do social actors experience and negotiate these predicaments? Why are standards for minoritised languages sometimes sought after and praised and at other times vehemently contested and rejected? What are the consequences of standardisation projects for different people? It is these questions that this volume considers through case studies of minority language standardisation from around the world. The authors, who come from very different backgrounds with respect to involvement in standardisation processes, draw on ethnographic, historical and discourse data in order to examine standardisation projects in diverse settings. In bringing these case studies and analyses together, we aim to provide both empirical and conceptual insights into minority language standardisation. This volume highlights the role of social actors in the creation and negotiation of standards, and the diversity of marginalised or peripheral speech communities in which standardisation efforts occur. Focusing on ground-level processes and participants allows us to illuminate ways in which projects to standardise minoritised languages echo, reinvent, and at times subvert the characteristics of language standardisation established since the 18th century. Beginning with a reflection on language standardisation from a historical perspective (section 2), we then define our focus on minority/ minoritised language communities and discuss the nature of standardisation projects in these settings in particular (section 3). We conclude with an overview of the volume (section 4).

• Korne, Haley De (2017). The multilingual realities of language reclamation: Working with language contact, diversity, and change in endangered language education. Language Documentation and Description. ISSN 1740-6234. 14, p. 111–135. Full text in Research Archive Show summary

  Purist ideologies of language and culture – fostered and encouraged by nation-states and formal schooling in the interest of homogenisation – have become deeply embedded in language-related disciplines, including documentary linguistics, applied linguistics, and education. As a result, dialect variation, multilingual repertoires, and intergenerational change are often viewed as problems by linguists and educators, who promote an elusive monolingual speaker norm which risks excluding learners and multilingual speakers. This paper draws on an ethnographic study of Isthmus Zapotec education in Oaxaca, Mexico, to illustrate strategies for collaborative, context-appropriate endangered language education, as exemplified in the practices of two Zapotec teachers. Reclamation efforts in Oaxaca, as elsewhere in the world, are challenged by the persistence of colonial-origin ideologies that devalue Indigenous languages, view multilingualism as a handicap, and assume that languages should be autonomous and standardised. These teachers respond by prioritising the creation of an affirming and flexible learning community that recognises multilingualism and facilitates negotiation of social tensions around language contact, change, and value.

• Korne, Haley Jean De (2017). 'That's too much to learn': Writing, longevity and urgency in the Isthmus Zapotec speech community. In Lane, Pia; Costa, James & Korne, Haley Jean De (Ed.), Standardizing minority languages: Competing ideologies of authority and authenticity in the global periphery. Routledge. ISSN 9781315647722. p. 154–174. Full text in Research Archive Show summary

  This book addresses a crucial, yet often overlooked dimension of minority language standardisation, namely, how social actors engage with, support, alter, resist and even reject standardisation processes. We look at standardisation processes as a political domain where social actors use standards as semiotic resources for articulating discourses on society. The chapters in this volume are therefore concerned first and foremost with social actors, their ideologies and practices, rather than with language per se. By considering the perspectives and actions of people who participate in or are affected by minority language politics, this volume aims to provide a comparative and nuanced analysis of the complexity and tensions inherent in minority language standardisation processes. Echoing Fasold (1984), this involves a shift in focus from a sociolinguistics of language to a sociolinguistics of people. How do social actors experience and negotiate these predicaments? Why are standards for minoritised languages sometimes sought after and praised and at other times vehemently contested and rejected? What are the consequences of standardisation projects for different people? It is these questions that this volume considers through case studies of minority language standardisation from around the world. The authors, who come from very different backgrounds with respect to involvement in standardisation processes, draw on ethnographic, historical and discourse data in order to examine standardisation projects in diverse settings. In bringing these case studies and analyses together, we aim to provide both empirical and conceptual insights into minority language standardisation. This volume highlights the role of social actors in the creation and negotiation of standards, and the diversity of marginalised or peripheral speech communities in which standardisation efforts occur. Focusing on ground-level processes and participants allows us to illuminate ways in which projects to standardise minoritised languages echo, reinvent, and at times subvert the characteristics of language standardisation established since the 18th century. Beginning with a reflection on language standardisation from a historical perspective (section 2), we then define our focus on minority/ minoritised language communities and discuss the nature of standardisation projects in these settings in particular (section 3). We conclude with an overview of the volume (section 4).

• Korne, Haley De & Hornberger, Nancy H. (2017). Countering unequal multilingualism through ethnographic monitoring. In Martin-Jones, Marilyn & Martin, Deirdre (Ed.), Researching Multilingualism: Critical and ethnographic perspectives. Routledge. ISSN 9780415748421. p. 247–258. Full text in Research Archive

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• Korne, Haley De (2021). Language activism: Imaginaries and strategies of minority language equality. De Gruyter Mouton. ISBN 9781501517402. 260 p. doi: 10.1515/9781501511561. Full text in Research Archive Show summary

  While top-down policies have yet to establish equality for speakers of minoritized languages, activists and advocates at local levels play a significant role in the pursuit of social change. Through an ethnographic account of Diidxazá (Isthmus Zapotec) language activism in Oaxaca, Mexico, this volume examines language activism as a social project with a moving target and illustrates a flexible repertoire of activism strategies. An exploration of the strategies of educators, students, writers, scholars, artists, and others illuminates both shared and conflicting imaginaries of what positive social change is and how it should be achieved. Diverse actors and imaginaries all contribute to a broad repertoire of strategies that may inform and encourage language activists working to bring linguistic equality closer to reality in other contexts.

• Lane, Pia; Costa, James & Korne, Haley Jean De (2017). Standardizing minority languages: Competing ideologies of authority and authenticity in the global periphery. Routledge. ISBN 9781315647722. 249 p. doi: 10.4324/9781315647722. Full text in Research Archive Show summary

  This book addresses a crucial, yet often overlooked dimension of minority language standardisation, namely, how social actors engage with, support, alter, resist and even reject standardisation processes. We look at standardisation processes as a political domain where social actors use standards as semiotic resources for articulating discourses on society. The chapters in this volume are therefore concerned first and foremost with social actors, their ideologies and practices, rather than with language per se. By considering the perspectives and actions of people who participate in or are affected by minority language politics, this volume aims to provide a comparative and nuanced analysis of the complexity and tensions inherent in minority language standardisation processes. Echoing Fasold (1984), this involves a shift in focus from a sociolinguistics of language to a sociolinguistics of people. How do social actors experience and negotiate these predicaments? Why are standards for minoritised languages sometimes sought after and praised and at other times vehemently contested and rejected? What are the consequences of standardisation projects for different people? It is these questions that this volume considers through case studies of minority language standardisation from around the world. The authors, who come from very different backgrounds with respect to involvement in standardisation processes, draw on ethnographic, historical and discourse data in order to examine standardisation projects in diverse settings. In bringing these case studies and analyses together, we aim to provide both empirical and conceptual insights into minority language standardisation. This volume highlights the role of social actors in the creation and negotiation of standards, and the diversity of marginalised or peripheral speech communities in which standardisation efforts occur. Focusing on ground-level processes and participants allows us to illuminate ways in which projects to standardise minoritised languages echo, reinvent, and at times subvert the characteristics of language standardisation established since the 18th century. Beginning with a reflection on language standardisation from a historical perspective (section 2), we then define our focus on minority/ minoritised language communities and discuss the nature of standardisation projects in these settings in particular (section 3). We conclude with an overview of the volume (section 4).

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• DeKorne, Haley (2026). Multilingual education, inequality, and sustainability: Perspectives from Indigenous language education. Full text in Research Archive
• Madany-Saa, Magdalena Maria & DeKorne, Haley (2025). Understanding learner trajectories through participatory multimodal methods: Lessons from the SPEAKERS project. Full text in Research Archive Show summary

  Language learners typically experience both set-backs and support over the course of their lives. Understanding learners’ trajectories is at the heart of the multi-case SPEAKERS project, where a team of researchers is collaborating to illuminate why and how some learners of Indigenous languages transition to becoming speakers, while others do not. In this presentation, we provide an overview of the project and discuss a multimodal methodological approach that we have jointly developed as a tool to answer our shared questions across culturally distinct contexts. The SPEAKERS project investigates learners of Sámi in several regions of Norway, and considers the Sámi case in relation to two comparative cases, namely Isthmus Zapotec in Mexico and Kichwa in Ecuador. Each case study involves unique considerations, however the project as a whole aims to facilitate a comparative perspective across cases. With this in mind, the project team has developed a multimodal, participatory data collection tool which we call trajectory drawings, and which we aim to apply in contextually-appropriate ways in each of the contributing cases. Here we focus on the use of this tool in Norway and Ecuador, where we have been using trajectory drawings to identify and investigate key life moments or muda that may trigger the transition from learner to speaker. The idea of trajectory drawings is inspired by Adriansen (2012) and her work on timelines, as well as scholarship on the lived experience of languages and speaker-centered methods more generally (Busch 2012; Purkarthofer & Flubacher 2022). In the timeline approach, the researcher requests a participant to draw key life events, typically along a line. Timelines as a method challenges the power dynamics between researchers and participants, and participants become co-generators and co-owners of data, while collaborating with the researcher to interpret what they have chosen to represent. Additionally, a multimodal task shifts the focus and can make the interview situation more comfortable and natural, allowing the participants to speak freely about topics that may be both emotional and tense. We demonstrate how our team has adapted and used timelines in order to focus on voice, agency, and embodied language experiences. We share multilingual protocols created to explain trajectory drawings to participants with different worldviews. For example, both Sámi and Kichwa languages and cultures are shaped by a non-linear conception of time. We use the term trajectory to avoid the linear implications of ‘timeline’ and we invite our participants to include key language events that may have happened before they were born, as well as language situations they envision in the future. We discuss the affordances of the trajectory drawing approach, as well as challenges we have encountered. We conclude reflecting on researchers’ positionalities which still imply unequal power dynamics and evoke an infamous history of research on Indigenous people.

• Lundberg, Aase-Kristine Aasen; Korne, Haley De; Furunes, Alexander Eriksson; Jacobsen, Ragnhild Irene & Korsnes, Marius (2025). Hvordan navigere akademisk dugnad? doi: https:/open.spotify.com/episode/2FtUH3zEaNr8n3VvbsTUo9. Full text in Research Archive
• Korne, Haley De (2025). Collaborative methodologies for understanding Indigenous and minority language education in practice. Full text in Research Archive
• Korne, Haley De; Moen, Ole Martin; Drożdżowicz, Anna & Delsett, Lene Liebe (2024). #13 Tverrfaglighet - til glede eller besvær? [Radio]. Forskerrådet. Full text in Research Archive
• Korne, Haley De (2024). Avoiding new hierarchies in Indigenous language education: Dialect diversity and polynomic ideals in Mexico. Full text in Research Archive
• Korne, Haley De (2024). Education and the sustainability of languages, people, and places: Insights from Indigenous language education. Full text in Research Archive
• Korne, Haley De (2024). Including dialect diversity in Indigenous language education: An ethnographic case study from Mexico. Full text in Research Archive
• Korne, Haley De (2024). Language ideologies, dialect diversity, and education in multilingual Mexico. Full text in Research Archive
• Korne, Haley De (2024). ‘Zapotec will die the day the sun dies’: Artistic expression, reclamation, and commodification of Isthmus Zapotec in Mexico. Full text in Research Archive
• Korne, Haley De (2024). Teaching and supervising new ethnographers of communication. Full text in Research Archive
• Korne, Haley De (2024). Language diversity, education, and activism in multilingual Mexico. Full text in Research Archive
• Korne, Haley De (2023). Is linguistic equality possible? Minority language activism in multilingual Mexico. Full text in Research Archive
• Dietrichs, Erik Sveberg; Korne, Haley De & Bølstad, Jørgen (2023). Forskerne svarer: Jeg er helt utslitt. Arbeidshverdagen på universitetet blir verre for hvert år som går. Full text in Research Archive
• Korsvoll, Nils Hallvard; Lison, Pierre; Reinertsen, Hilde; Elken, Mari; Korne, Haley De & Hansen, Kai Arne [Show all 7 contributors for this article] (2023). Fire tiltak for en bedre språkpolitikk i akademia. Full text in Research Archive
• Fløgstad, Guro Nore; Korne, Haley De; Korsvoll, Nils Hallvard & Solheim, Marte Cecilie Wilhelmsen (2023). Gode stipendordninger nå! Full text in Research Archive
• Korne, Haley De (2023). Creating Indigenous language teachers in Mexico. Full text in Research Archive
• Korne, Haley De (2023). Timescales and diverging horizons in the semiotic landscape of the Isthmus of Tehuantepec, Mexico. Full text in Research Archive
• Korne, Haley De (2023). ‘Local’ and ‘global’ diversity in language teacher education: Tracing decolonial efforts in multilingual Mexico. Full text in Research Archive
• Lane, Pia; Camps, Diana Maria; Korne, Haley De; Dueñas, Frances Kvietok & Solovova, Olga (2023). Indigenous languages, minoritised languages, language revitalization, and standardization. Full text in Research Archive
• Korne, Haley De; Urbanik, Pawel Kazimierz; Pavlenko, Aneta; Valen-Sendstad, Ingvild Priyanka Badhwar; Lamb, Gavin Mitchell & Thingnes, Jorunn Simonsen [Show all 8 contributors for this article] (2023). Multilingualism, politics, social justice and language activism. Full text in Research Archive
• Rots, Aike Peter; Korne, Haley De; Solheim, Marte Cecilie Wilhelmsen & Korsvoll, Nils Hallvard (2022). Skolepengene må stoppes. p. 6–6. Full text in Research Archive
• Lison, Pierre; Rots, Aike Peter & Korne, Haley De (2022). Hvilket fremmedspråk bør man lære seg i Google-oversettelsenes tidsalder? Full text in Research Archive
• Korne, Haley De (2022). Conversatorio sobre multilingüismo- beneficios y retos experimentados por personas y familias multilingües. Full text in Research Archive
• Korne, Haley De (2022). Språksnakk. [Radio]. NRK. Full text in Research Archive
• Korne, Haley De (2022). Language activism strategies from multilingual Mexico. Full text in Research Archive
• Korne, Haley De & Næss, Åshild (2022). Linguistic Diversity in Norway and Beyond. Full text in Research Archive
• Korne, Haley De (2022). Signs of difference: Language and ideology in social life. Gal, Susan and Irvine, Judith T.. Cambridge: Cambridge University Press. 2019. 319 pp. Paperback (9781108741293) 20.99 GBP. Journal of Sociolinguistics. ISSN 1360-6441. doi: 10.1111/josl.12595. Full text in Research Archive
• Korne, Haley De (2022). “Because my students demanded it of me”: Indigenous teachers resisting systemic injustice through assemblage. Full text in Research Archive
• Korne, Haley De (2022). ‘Even my body resists [the other dialect]’: Dialects, desires and language learning. Full text in Research Archive
• Korne, Haley De (2022). The role of literacy in Indigenous language reclamation and bilingualism. Full text in Research Archive
• Korne, Haley De (2022). Opportunities and challenges in collaboration between researchers and schools. Full text in Research Archive
• Korne, Haley De (2022). Forskerrådet podcast. [Radio]. Akademiet for Yngre Forskere podcast. Full text in Research Archive
• Korne, Haley De (2022). Mitos y realidades del multilingüismo. Full text in Research Archive
• Arum, Nuranindia Endah & Korne, Haley De (2022). Language Policy and Language Learning in the Multilingual Workplace. Full text in Research Archive
• Rots, Aike Peter; Korne, Haley De; Solheim, Marte Cecilie Wilhelmsen & Korsvoll, Nils Hallvard (2022). Research-Norway needs international students. Full text in Research Archive
• Korne, Haley De (2022). Language activism, minoritized languages, and multilingualism: Ethnographic insights from Oaxaca, Mexico. Full text in Research Archive
• Korne, Haley De (2022). Sustainable language activism: ‘Saving’ languages, people or places? Full text in Research Archive
• Korne, Haley De (2022). Making space for multilingual and multilectal writing in education contexts. Full text in Research Archive
• Korne, Haley De (2022). What is utopia good for? Aims and activism strategies in minoritized language research. Full text in Research Archive
• Korne, Haley De (2021). Multilingual tactics for civic vulnerability. Full text in Research Archive
• Korne, Haley De (2021). El reclamo lingüístico y el activismo lingüístico – una mirada etnográfica. Full text in Research Archive
• Korne, Haley De (2021). Samarbeid mellom forskere og skoler: Muligheter og utfordringer. Full text in Research Archive
• Korne, Haley De (2021). Language activism and dynamics of multilingualism. Full text in Research Archive
• Korne, Haley De & Golden, Anne (2021). Attitudes towards language-internal variation among Norwegian as an additional language teachers. Full text in Research Archive
• Korne, Haley De (2021). Dynamics of multilingualism in language revitalisation and activism: Applied linguistic insights from Oaxaca, Mexico. Full text in Research Archive
• Korne, Haley De (2021). What makes a language activist? Full text in Research Archive
• Korne, Haley De (2021). Recolección y análisis de datos visuales en el estudio del multilingüísmo. Full text in Research Archive
• Korne, Haley De (2020). Research on multilingualism. Full text in Research Archive
• Korne, Haley De (2019). '¿Para qué sirve la utopía?' Relativist (language) activism from a settler colonial perspective. Full text in Research Archive
• Korne, Haley De (2018). Multilingualism, education & inequalities:Research & engagement. Full text in Research Archive
• Korne, Haley De (2018). Minoritized language education and youths’ aspirations in a multilingual region: Isthmus Zapotec learners in Oaxaca, Mexico. Full text in Research Archive
• Korne, Haley De (2018). La realidad multilingüe de la "reclamación" de lenguas: Trabajando con el contacto, la diversidad, y el cambio lingüístico en la enseñanza-aprendizaje de lenguas en riesgo. Full text in Research Archive
• Rios, Kiara Rios; Korne, Haley De & Gopar, Mario López (2018). Zapotequización: Teaching Diidxazá to young adults in Higher Education. Full text in Research Archive
• Korne, Haley De (2018). Lim, L., Stroud, C., & Wee, L. (Eds.). (2018). The multilingual citizen : Towards a politics of language for agency and change. Bristol, UK: Multilingual Matters. Multilingual Margins. ISSN 2221-4216. 5(1), p. 66–70. Full text in Research Archive
• Røyneland, Unn & Korne, Haley De (2018). Combatir el racismo lingüístico: Propuestas desde Noruega y México. [Journal]. Piedra, Papel & Tijeras. Full text in Research Archive
• Røyneland, Unn & Korne, Haley De (2018). Minoritetsspråklege skriftkulturar. Normering, standardisering og bruk av minoritetsspråk. Full text in Research Archive
• Korne, Haley De (2018). Negociación de normas en la enseñanza del Zapoteco del Istmo: Perspectivas de maestr@s y alumn@s (Negotiation of norms in Isthmus Zapotec education: Perspectives of teachers and students). Full text in Research Archive
• Korne, Haley De (2018). Imagining convivial multilingualism in Oaxaca, Mexico. Full text in Research Archive
• Røyneland, Unn & Korne, Haley De (2018). Cómo eliminar prejuicios contra lenguas minoritarias en el siglo XXI. Estrategias desde Noruega y México. Full text in Research Archive
• Korne, Haley De (2017). Imperfect tense, by Melissa Cahnmann-Taylor. Language and Education. ISSN 0950-0782. 31(2), p. 186–189. Full text in Research Archive
• Korne, Haley De & Leonard, Wesley Y. (2017). Reclaiming languages: Contesting and decolonising ‘language endangerment’ from the ground up. Language Documentation and Description. ISSN 1740-6234. 14, p. 5–14. Full text in Research Archive
• Korne, Haley De & Purkarthofer, Judith (2017). Language use for social change? Drawings as a means to understand languages in social space. Full text in Research Archive
• Korne, Haley De (2017). Power Dynamics and (In)Equalities in Plurilingual Education Projects (Panel). Full text in Research Archive
• Korne, Haley De; Rios, Kiara Rios & Gopar, Mario López (2017). Zapotequización: Creating Ideological and Implementational Spaces to Teach and Learn Diidxazá in Higher Education. Full text in Research Archive
• Korne, Haley Jean De (2016). "Diidxazá do'" and "Zapochueco": Negotiations of pluralism and prescriptivism in Isthmus Zapotec communication. Full text in Research Archive
• Korne, Haley Jean De (2016). “Don’t worry about correct and incorrect” – addressing the insecurities and inequalities experienced by minority language learners. Full text in Research Archive
• Korne, Haley Jean De (2016). Comment « parler bien » en Zapotèque de l'Isthme?Prescriptivisme linguistique et l'adaptation des normes culturelles. Full text in Research Archive
• Valen-Sendstad, Ingvild Priyanka Badhwar; Lane, Pia; DeKorne, Haley & Pennycook, Alastair (2023). Health literacy as ideological work Migration, language, and communication in the welfare system. Universitetet i Oslo. Full text in Research Archive
• Rouvier, Ruth & Korne, Haley De (2017). Language Documentation, Revitalization, and Reclamation: Supporting Young Learners and Their Communities. Education Development Center, Inc.. Full text in Research Archive

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