Haley De Korne

Associate Professor

Norwegian version of this page

Email h.de.korne@iln.uio.no

Phone +47 228 44287

Room HW 410

Available hours By appointment

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Academic interests

I am an Applied Linguist, working at the intersection of Linguistics, Education, and Anthropology to examine and contribute to language learning, literacy practices, and social justice in multilingual education contexts. My current work focuses on teachers' critical language awareness; imaginaries of social change in multilingual regions; and pedagogies for language reclamation, multilingualism, and multiliteracies.

Research areas include:

Minoritised languages in education; Multilingual education policy and pedagogy; Language politics; Indigenous language reclamation; Language ideologies; Isthmus Zapotec (Mexico); Anishinaabemowin (US & Canada); Action-research; Ethnography; Interactional Sociolinguistics; Linguistic Anthropology

Background

PhD Educational Linguistics, 2016, University of Pennsylvania, USA

MA Applied Linguistics, 2009, University of Victoria, Canada

BA Hons Combined Social Sciences, 2005, Durham University, UK

Publications & CV available at:

https://uio.academia.edu/HaleyDeKorne

Courses taught

University of Oslo:

NOAS 4102 Additional language learning in a socio-cognitive and sociocultural perspective
LING 1107 Language Acquisition
LING 1109 Multilingualism

PhD courses:

University of Cape Town, South Africa

Multilingualism (co-taught with Ana Deumert)

University of Pennsylvania, USA

Sociolinguistics in Education

Autonomous Benito Juarez University of Oaxaca, Mexico

Critical Language Evaluation
Multilingualism & Interculturalism
Sociolinguistics & Curriculum Design
Critique of Language and Education Policies

University of Luxembourg, Luxembourg

Performance, Presentation, and Communication

Membership

Akademiet for Yngre Forskere (Norwegian Academy for Young Researchers) (2021-2025)

American Association of Applied Linguistics Committee for Online Education and Outreach (2021-2022)

MultiNor (Multilingual North: Diversity, Education and Revitalisation) Research Group (affiliated researcher)

Tags: Flerspråklighet, Lingvistikk, Norsk som andrespråk, Applied Linguistics, Sociolinguistics, Multilingualism, Language and Education Policy, Language Pedagogy, Language Endangerment, Mexico (Latin America), Action Research, Ethnography

Lomeu Gomes, Rafael & De Korne, Haley (2022). Foreign-local teacher-learners in the digital classroom: Everyday translanguaging and pedagogical translanguaging in Norwegian higher education. Journal of Multilingual Theories and Practices (JMTP). ISSN 2632-4490. 3(1), p. 78–100. doi: 10.1558/jmtp.21356.
Beiler, Ingrid M. Rodrick; De Korne, Haley & 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
De Korne, Haley & 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
De Korne, Haley (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 978-2-490768-01-1. p. 179–197.
De Korne, Haley (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.
Lexander, Kristin Vold; Goncalves, Kellie & De Korne, Haley (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.
Purkarthofer, Judith & De Korne, Haley Jean (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.
De Korne, Haley; López Gopar, Mario & Rios Rios, Kiara (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
Hornberger, Nancy H. & De Korne, Haley (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.
Schissel, Jamie; De Korne, Haley & López Gopar, Mario (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
De Korne, Haley (2017). 'A Treasure' and 'A Legacy': Individual and Communal (Re)valuing of Isthmus Zapotec in Multilingual Mexico. In Flubacher, Mi-Cha & Del Perico, Alfonso (Ed.), Language, Education and Neoliberalism: Critical Studies in Sociolinguistics. Multilingual Matters. ISSN 978-1-78309-868-2. p. 37–61. doi: 10.21832/9781783098699-005.
De Korne, Haley (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
De Korne, Haley & 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 978-0-415-74842-1. p. 247–258.
De Korne, Haley (2017). 'That's too much to learn': Writing, longevity and urgency in the Isthmus Zapotec speech community. In Lane, Pia; Costa, James & De Korne, Haley Jean (Ed.), Standardizing minority languages: Competing ideologies of authority and authenticity in the global periphery. Routledge. ISSN 978-1-315-64772-2. p. 154–174.
Costa, James; De Korne, Haley Jean & Lane, Pia (2017). Standardising Minority Languages: Reinventing Peripheral Languages in the 21st Century. In Lane, Pia; Costa, James & De Korne, Haley Jean (Ed.), Standardizing minority languages: Competing ideologies of authority and authenticity in the global periphery. Routledge. ISSN 978-1-315-64772-2. p. 1–23.

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De Korne, Haley (2021). Language activism: Imaginaries and strategies of minority language equality. De Gruyter Mouton. ISBN 9781501517402. 260 p. 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 & De Korne, Haley Jean (2017). Standardizing minority languages: Competing ideologies of authority and authenticity in the global periphery. Routledge. ISBN 978-1-315-64772-2. 249 p. Full text in Research Archive

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De Korne, Haley; Korsvoll, Nils Hallvard & Lund, Bjarte Aarmo (2022). Hvorfor kriger mennesker? Morgenbladet. ISSN 0805-3847.
Arum, Nuranindia Endah & De Korne, Haley (2022). Language Policy and Language Learning in the Multilingual Workplace.
De Korne, Haley (2021). Language activism and dynamics of multilingualism.
De Korne, Haley (2021). Dynamics of multilingualism in language revitalisation and activism: Applied linguistic insights from Oaxaca, Mexico.
De Korne, Haley (2021). What makes a language activist? .
De Korne, Haley & Golden, Anne (2021). Attitudes towards language-internal variation among Norwegian as an additional language teachers.
De Korne, Haley (2021). Multilingual tactics for civic vulnerability.
De Korne, Haley (2021). Samarbeid mellom forskere og skoler: Muligheter og utfordringer.
De Korne, Haley (2021). Recolección y análisis de datos visuales en el estudio del multilingüísmo.
De Korne, Haley (2021). El reclamo lingüístico y el activismo lingüístico – una mirada etnográfica.
De Korne, Haley (2020). Research on multilingualism .
De Korne, Haley (2019). '¿Para qué sirve la utopía?' Relativist (language) activism from a settler colonial perspective.
De Korne, Haley (2018). Imagining convivial multilingualism in Oaxaca, Mexico.
De Korne, Haley (2018). Multilingualism, education & inequalities:Research & engagement .
De Korne, Haley (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.
De Korne, Haley (2018). Minoritized language education and youths’ aspirations in a multilingual region: Isthmus Zapotec learners in Oaxaca, Mexico.
Rios Rios, Kiara; De Korne, Haley & López Gopar, Mario (2018). Zapotequización: Teaching Diidxazá to young adults in Higher Education.
De Korne, Haley (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.
Røyneland, Unn & De Korne, Haley (2018). Combatir el racismo lingüístico: Propuestas desde Noruega y México. [Journal]. Piedra, Papel & Tijeras.
De Korne, Haley (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). .
Røyneland, Unn & De Korne, Haley (2018). Minoritetsspråklege skriftkulturar. Normering, standardisering og bruk av minoritetsspråk .
Røyneland, Unn & De Korne, Haley (2018). Cómo eliminar prejuicios contra lenguas minoritarias en el siglo XXI. Estrategias desde Noruega y México.
De Korne, Haley (2017). Imperfect tense, by Melissa Cahnmann-Taylor. Language and Education. ISSN 0950-0782. 31(2), p. 186–189.
De Korne, Haley & 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.
De Korne, Haley (2017). Power Dynamics and (In)Equalities in Plurilingual Education Projects (Panel).
De Korne, Haley; Rios Rios, Kiara & López Gopar, Mario (2017). Zapotequización: Creating Ideological and Implementational Spaces to Teach and Learn Diidxazá in Higher Education .
De Korne, Haley & Purkarthofer, Judith (2017). Language use for social change? Drawings as a means to understand languages in social space.
De Korne, Haley Jean (2016). "Diidxazá do'" and "Zapochueco": Negotiations of pluralism and prescriptivism in Isthmus Zapotec communication.
De Korne, Haley Jean (2016). Comment « parler bien » en Zapotèque de l'Isthme?Prescriptivisme linguistique et l'adaptation des normes culturelles.
De Korne, Haley Jean (2016). “Don’t worry about correct and incorrect” – addressing the insecurities and inequalities experienced by minority language learners.
Rouvier, Ruth & De Korne, Haley (2017). Language Documentation, Revitalization, and Reclamation: Supporting Young Learners and Their Communities. Education Development Center, Inc..

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Published June 8, 2016 9:47 AM - Last modified Oct. 18, 2021 8:16 PM

Projects

Multilingualism and Globalization: Perspectives from Norway

Haley De Korne

Academic interests

Research areas include:

Background

Publications & CV available at:

Courses taught

Membership

Publications

Projects

Completed projects