This article describes the role that linguists can play in the retention of first year and first generation college students through both collaborative and cross-disciplinary work. By drawing on our academic training, linguists can design materials and implement programs both within and outside of our home academic departments that not only affirm students’ linguistic identities and home languages (National Council of Teachers of English 1974; Smitherman 1995), but also simultaneously engage them in overt discussion about the academic discourse community and ways to negotiate multiple linguistic terrains. An example of this type of engagement and material development is discussed in this article, which examines three learning modules that use an electronic badge system. The modules and badges allow students to explore linguistic diversity and discuss the different ways of “being” (including language) that they encounter in their new academic community. Coupled with these three badges for first year students, additional materials have been developed and implemented for student tutors at the university writing center. These materials better contextualize the linguistic diversity that student tutors encounter as they come into contact daily with linguistic diversity, primarily in the form of Southern U.S. English and African American English varieties.

中文翻译：

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学生的声音和语言身份：数字徽章作为留住一年级和第一代本科生的工具

本文描述了语言学家通过协作和跨学科工作在留住第一年和第一代大学生方面可以发挥的作用。通过利用我们的学术培训，语言学家可以在我们本国学术部门内外设计材料和实施计划，不仅确认学生的语言身份和本国语言（全国英语教师委员会 1974 年；史密曼 1995 年），而且同时让他们参与关于学术话语社区和协商多种语言领域的方法的公开讨论。本文讨论了此类参与和材料开发的一个示例，其中考察了使用电子徽章系统的三个学习模块。模块和徽章允许学生探索语言多样性，并讨论他们在新学术社区中遇到的不同“存在”方式（包括语言）。再加上这三个面向一年级学生的徽章，我们还为大学写作中心的学生导师开发并实施了其他材料。这些材料更好地将学生导师在日常接触语言多样性时遇到的语言多样性情境化，主要以美国南部英语和非裔美国英语变体的形式出现。已经为大学写作中心的学生导师开发和实施了额外的材料。这些材料更好地将学生导师在日常接触语言多样性时遇到的语言多样性情境化，主要以美国南部英语和非裔美国英语变体的形式出现。已经为大学写作中心的学生导师开发和实施了额外的材料。这些材料更好地将学生导师在日常接触语言多样性时遇到的语言多样性情境化，主要以美国南部英语和非裔美国英语变体的形式出现。