“IT’s A LANGUAGE VARIATION, AND IT HAS ITS OWN STRUCTURE”: K–12 EDUCATORS IN MARYLAND AND VIRGINIA TALK ABOUT LANGUAGE VARIATION IN THE CLASSROOM

Mallinson, Christine; Strickling, Laura Rutter; Hudley, Anne H. Charity

doi:10.1215/00031283-2322655

Cited by 2 publications

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“…. we were given high levels of agency, and the essential social processes of teamwork, dialogue and progressive problem solving were encouraged.” Two of the podcasts were published as audio features in American Speech (Britton & Faust 2012; Mallinson, Strickling & Charity Hudley 2013); in addition, the podcast on “Hon” and the “Baldamor, Curry, and Dug” podcast are cited on Wikipedia as two of only a handful of sources for original research on language variation in Baltimore (“Baltimore accent” 2017). Producing publication- and citation-worthy podcasts not only speaks to the careful primary academic research the students conducted in this class, but also to the interest, both public and academic, that their work generated.…”

Section: Lidsc 2011: Podcast Projects Featuring Language Variationmentioning

confidence: 99%

Technology-Enhanced Project-Based Learning: A Platform for Graduate Student Research and Outreach on Campus and in the Community

Mallinson

2018

Journal of English Linguistics

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Linguists are well positioned to carry out community engagement work, not only as individual scholars but also through our teaching, in ways that can be particularly appealing to and beneficial for underrepresented students. I describe my work in the interdisciplinary PhD program in Language, Literacy & Culture at the University of Maryland, Baltimore County (UMBC), where the graduate population consists of substantial numbers of underrepresented and nontraditional graduate students. Many of our students work in the K-12 arena, on local college and community college campuses, in government organizations, and in nonprofits; as a result, they are often eager to engage in academic work that promotes social justice and seeks to address the social inequalities they confront in their personal and professional lives. To that end, I discuss how my doctoral sociolinguistics seminar, “Language in Diverse Schools and Communities” (LiDSC), is designed as a launch pad for graduate students to carry out projects that raise awareness of linguistic issues among the broader public, in general and in higher education, that also engage students in direct academic research. Students in LiDSC, structured to follow the principles of Project-Based Learning (PBL), are guided to engage in active, inquiry-based learning that often results in tangible, applied products. In two iterations of the course, my students and I produced four podcasts based on original research about language variation and a short film that highlighted linguistic diversity on campus. Through these projects, students learned firsthand the processes of sociolinguistic data collection, from research design and ethical considerations to selecting appropriate methods and communicating findings to broader audiences. In addition, by integrating the use of technology into the PBL experience, students produced shareable products that appeal to the public and thereby serve as an effective means for raising awareness of language variation, both inside and outside of academia.

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Section: Lidsc 2011: Podcast Projects Featuring Language Variationmentioning

confidence: 99%

Technology-Enhanced Project-Based Learning: A Platform for Graduate Student Research and Outreach on Campus and in the Community

Mallinson

2018

Journal of English Linguistics

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To go big, we have to go home: building foundations for the future of community-engaged and public-facing research in linguistics

Charity Hudley,

Mallinson,

Clemons

2024

Linguistics Vanguard

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In this article, we discuss various public-facing scholarly activities we have engaged in and how these initiatives have reached large audiences to widely spread messages about language and linguistic equity and inclusion. We provide guidance for how to launch, coordinate, and carry out public outreach initiatives and community-engaged research, how to navigate potential pitfalls and position these efforts for success, and how to demonstrate the direct value and relevance of the work. We also offer strategies and advice for other linguists engaging in public outreach endeavors, especially with regard to connecting community-engaged work with teaching and research for maximal impact within the scholarly ecosystem. Community-engaged research and public-facing initiatives are best conceptualized and undertaken in comprehensive, intentional, informed by, and planned in ways that align with best practices in the literature and integrated into the scholarly enterprise. We assert that public-facing work is critical to the relevance and impact of linguistics and higher education. Most importantly, public-facing work that makes insights from research relevant to the public can help advance the broader goal of education for social impact and the public good.

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“IT’s A LANGUAGE VARIATION, AND IT HAS ITS OWN STRUCTURE”: K–12 EDUCATORS IN MARYLAND AND VIRGINIA TALK ABOUT LANGUAGE VARIATION IN THE CLASSROOM

Cited by 2 publications

References 1 publication

Technology-Enhanced Project-Based Learning: A Platform for Graduate Student Research and Outreach on Campus and in the Community

Technology-Enhanced Project-Based Learning: A Platform for Graduate Student Research and Outreach on Campus and in the Community

To go big, we have to go home: building foundations for the future of community-engaged and public-facing research in linguistics

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