Haley De Korne

• De Korne, Haley (2020). Comment « bien parler » le zapotèque de l'Isthme ? Purisme, pluralisme et enjeux sociaux, I: Isabelle Leblic & Lameen Souag (red.),  Du terrain á la théorie: les 40 ans de Lacito.  Lacito Publications.  ISBN 978-2-490768-01-1.  Chapter 7.  s 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), s 497- 501 . doi: https://doi.org/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), s 271- 285 . doi: https://doi.org/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 Fulltekst i vitenarkiv. Vis sammendrag

  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 Fulltekst i vitenarkiv.
• Hornberger, Nancy H. & De Korne, Haley (2018). Is Revitalization Through Education Possible?, In Leanne Hinton; Leena Huss & Gerald Roche (ed.),  The Routledge Handbook of Language Revitalization.  Routledge.  ISBN 9781138674493.  Chapter 9.  s 94 - 103
• 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.  s 1- 17 . doi: 10.1080/13670050.2018.1463965 Fulltekst i vitenarkiv.
• Costa, James; De Korne, Haley Jean & Lane, Pia (2017). Standardising Minority Languages: Reinventing Peripheral Languages in the 21st Century, In Pia Lane; James Costa & Haley Jean De Korne (ed.),  Standardizing minority languages: Competing ideologies of authority and authenticity in the global periphery.  Routledge.  ISBN 978-1-315-64772-2.  1.  s 1 - 23
• De Korne, Haley (2017). 'A Treasure' and 'A Legacy': Individual and Communal (Re)valuing of Isthmus Zapotec in Multilingual Mexico, In Mi-Cha Flubacher & Alfonso Del Perico (ed.),  Language, Education and Neoliberalism: Critical Studies in Sociolinguistics.  Multilingual Matters.  ISBN 978-1-78309-868-2.  Chapter 3.  s 37 - 61
• De Korne, Haley (2017). 'That's too much to learn': Writing, longevity and urgency in the Isthmus Zapotec speech community, In Pia Lane; James Costa & Haley Jean De Korne (ed.),  Standardizing minority languages: Competing ideologies of authority and authenticity in the global periphery.  Routledge.  ISBN 978-1-315-64772-2.  Chapter 9.  s 154 - 174
• 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, s 111- 135 Fulltekst i vitenarkiv.
• De Korne, Haley & Hornberger, Nancy H. (2017). Countering unequal multilingualism through ethnographic monitoring, In Marilyn Martin-Jones & Deirdre Martin (ed.),  Researching Multilingualism: Critical and ethnographic perspectives.  Routledge.  ISBN 978-0-415-74842-1.  Part 5.  s 247 - 258

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• Lane, Pia; Costa, James & De Korne, Haley Jean (ed.) (2017). Standardizing minority languages: Competing ideologies of authority and authenticity in the global periphery. Routledge.  ISBN 978-1-315-64772-2.  249 s. Fulltekst i vitenarkiv.

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• 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). 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). 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), s 66- 70
• De Korne, Haley (2018). Minoritized language education and youths’ aspirations in a multilingual region: Isthmus Zapotec learners in Oaxaca, Mexico.
• De Korne, Haley (2018). Multilingualism, education & inequalities:Research & engagement.
• 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)..
• Rios Rios, Kiara; De Korne, Haley & López Gopar, Mario (2018). Zapotequización: Teaching Diidxazá to young adults in Higher Education.
• Røyneland, Unn & De Korne, Haley (2018, 22. februar). Combatir el racismo lingüístico: Propuestas desde Noruega y México. [Tidsskrift].  Piedra, Papel & Tijeras.
• Røyneland, Unn & De Korne, Haley (2018). Cómo eliminar prejuicios contra lenguas minoritarias en el siglo XXI. Estrategias desde Noruega y México.
• Røyneland, Unn & De Korne, Haley (2018). Minoritetsspråklege skriftkulturar. Normering, standardisering og bruk av minoritetsspråk.
• De Korne, Haley (2017). Imperfect tense, by Melissa Cahnmann-Taylor. Language and Education.  ISSN 0950-0782.  31(2), s 186- 189
• De Korne, Haley (2017). Power Dynamics and (In)Equalities in Plurilingual Education Projects (Panel).
• 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, s 5- 14
• De Korne, Haley & Purkarthofer, Judith (2017). Language use for social change? Drawings as a means to understand languages in social space.
• De Korne, Haley; Rios Rios, Kiara & López Gopar, Mario (2017). Zapotequización: Creating Ideological and Implementational Spaces to Teach and Learn Diidxazá in Higher Education.
• Rouvier, Ruth & De Korne, Haley (2017). Language Documentation, Revitalization, and Reclamation: Supporting Young Learners and Their Communities.
• 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). "Diidxazá do'" and "Zapochueco": Negotiations of pluralism and prescriptivism in Isthmus Zapotec communication.
• De Korne, Haley Jean (2016). “Don’t worry about correct and incorrect” – addressing the insecurities and inequalities experienced by minority language learners.

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