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.

中文翻译：

---

技术增强的基于项目的学习：研究生研究和校园和社区外展的平台

语言学家能够很好地开展社区参与工作，不仅作为个人学者，而且通过我们的教学，以对代表性不足的学生特别有吸引力和有益的方式。我描述了我在马里兰大学巴尔的摩县 (UMBC) 语言、识字和文化跨学科博士项目中的工作，那里的研究生人口由大量代表性不足和非传统的研究生组成。我们的许多学生在 K-12 舞台、当地大学和社区大学校园、政府组织和非营利组织工作；因此，他们往往渴望从事促进社会正义的学术工作，并寻求解决他们在个人和职业生活中面临的社会不平等问题。为此，我讨论了我的博士社会语言学研讨会“不同学校和社区的语言”（LiDSC）如何被设计为研究生的启动平台，以开展提高更广泛公众、一般和高等教育中对语言问题的认识的项目，这也让学生参与直接的学术研究。LiDSC 的学生遵循基于项目的学习 (PBL) 的原则，他们被引导从事积极的、基于探究的学习，这通常会产生有形的应用产品。在课程的两次迭代中，我和我的学生制作了四个基于关于语言变异的原创研究的播客和一部强调校园语言多样性的短片。通过这些项目，学生们亲身体验了社会语言学数据收集的过程，从研究设计和伦理考虑到选择适当的方法和向更广泛的受众传达研究结果。此外，通过将技术的使用整合到 PBL 体验中，学生们制作了吸引公众的可共享产品，从而成为提高学术界内外对语言变异意识的有效手段。