Hornberger, N. H. (Ed.), (2017). Honoring Richard Ruiz and his work on language planning and bilingual education. Bristol, UK: Multilingual Matters.
Hornberger, N. H. (2017). Joshua A. Fishman: a scholar of unfathomable influence. International Journal of the Sociology of Language, 243, 17-28.
De Korne, H. & Hornberger, N. H. (2017). Countering unequal multilingualism through ethnographic monitoring. In M. Martin-Jones & D. Martin (Eds.), Researching Multilingualism: Critical and Ethnographic Approaches (pp. 247-258). New York/London: Routledge.
Gallo, S. & Hornberger, N. H. (2017). Immigration policy as family language policy: Mexican immigrant children and families in search of biliteracy. International Journal of Bilingualism, 1-14.
Hornberger, N. H. (2016). Researching the continua of biliteracy. In K. King, Y. Lai, & S. A. May (Eds.), Research Methods in Language and Education, Vol. 10, Encyclopedia of Language and Education, 3rd ed. (pp. 1-18). Springer International Publishing.
Hornberger, N. H. (2016) Language and voice. Bilingual Research Journal, 39(3-4), 355-356.
Hult, F. & Hornberger, N. H. (2016). Revisiting orientations in language planning: problem, right, and resource as an analytical heuristic. Bilingual Review/Revista Bilingüe, 33(3), 30-49.
Hornberger, N. H., & Outakoski, H. (2015). Sámi time, space, and place: Exploring teachers' metapragmatic statements on Sámi language use, teaching, and revitalization in Sápmi. Confero: Essays on Education, Philosophy and Politics, 3(1), 1–46.
Hornberger, N. H. (2014). “Until I became a professional, I was not, consciously, Indigenous”: One intercultural bilingual educator’s trajectory in Indigenous language revitalization. Journal of Language, Identity, and Education, 13(4), 283–299.
Hornberger, N. H. (2014). On not taking language inequality for granted: Hymesian traces in ethnographic monitoring of South Africa’s multilingual language policy. Multilingua, 33(5/6), 625–647.
Hornberger, N. H. (2013). Negotiating methodological rich points in the ethnography of language policy. International Journal of the Sociology of Language, 219, 101–122.
Hornberger, N. H. (Ed.) (2012). Educational linguistics: Critical concepts in linguistics (Vols. 1–6). London, England and New York, NY: Routledge.
Hornberger, N. H. (2011). Dell H. Hymes: His scholarship and legacy in anthropology and education. Anthropology and Education Quarterly, 42(4), 310–318.
Hornberger, N. H. (2009). Multilingual education policy and practice: Ten certainties (grounded in Indigenous experience). Language Teaching, 42(2), 197–211.
Hornberger, N. H. (2009). Hymes's linguistics and ethnography in education. Text & Talk: An Interdisciplinary Journal of Language, Discourse & Communication Studies, 29(3), 347–358.
Hornberger, N. H. (2009). La educación multilingüe, política y práctica: Diez certezas. Revista Guatemalteca de Educación, 1(1), 1–44.
Hornberger, N. H. (Ed.). (2008). Can schools save Indigenous languages? Policy and practice on four continents. Hampshire, UK: Palgrave Macmillan.
Hornberger, N. H., & Vaish, V. (2008). Multilingual language policy and school linguistic practice: Globalization and English-language teaching in India, Singapore, and South Africa. Journal of Comparative Education, 39(3), 305–320.
King, K. A., & Hornberger, N. H. (2006). Quechua as a lingua franca. Annual Review of Applied Linguistics, 26, 177–194.
Hornberger, N. H. (2006). Voice and biliteracy in indigenous language revitalization: Contentious educational practices in Quechua, Guarani, and Maori contexts. Journal of Language, Identity, and Education, 5(4), 277–292.
Hornberger, N. H. (2005). Opening and filling up implementational and ideological spaces in heritage language education. Modern Language Journal, 89, 605–612.
Hornberger, N. H. (1996). Indigenous literacies in the Americas: Language planning from the bottom up. In N. H. Hornberger (Ed.), Contributions to the sociology of language. Berlin, Germany: Mouton de Gruyter.
McKay, S. L., & Hornberger, N. H. (1996). Sociolinguistics and language teaching. Cambridge, MA: Cambridge University Press.