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We provide a conceptual framework for promoting linguistic and educational change by describing partnerships that bring together linguists’ and educators’ views on language and school success. From fall 2008 through fall 2010, we held workshops based on the professional development principles of co‐constructed knowledge, experiential learning, and collaboration with approximately 200 educators. These workshops integrated sociolinguistic information into approaches to multicultural education with which educators were familiar. Fourteen educators participated in our study of how they integrated workshop material into their pedagogy and their views on language variation and education. Data collected from interviews with the participants, reflective essays, journal entries, and curricular materials revealed three themes. The educators expressed the need to view language as a key component of multicultural education, the need to bring the perspective on language awareness back to their schools and classrooms, and the realization that knowledge of language variation was critical to assessing linguistically and culturally diverse student populations. We advocate for building collaborative partnerships between educators and linguists that integrate cultural and linguistic knowledge. Such partnerships expand linguists’ and educators’ knowledge base about language and culture and enable linguists and educators to work more effectively to address educational issues facing culturally and linguistically diverse student populations.

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in African American English as Anne Would Use It Teaching a Class or Giving a TalkCharity Hudley and Flores give you the real about the papers in this volume and share their direct vision for how to take this work forward in theory and practice. They shout out the leadership of emerging scholars as key to dreaming a world and a role for applied linguistics in the ongoing struggle for justice and liberation throughout the whole world. They lift up the volumes as the start of a new model of justice in scholarly publishing in applied linguistics and linguistics, where the conversations between emerging and more established scholars are more regularly integrated into our scholarly output. In doing so, the flavor that emerging scholars are adding to our understanding of language in various applied contexts will more quickly become part of the educational policy and practice that we legit need everywhere all the time.

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In order to work towards greater racial justice within linguistics, the challenge remains for linguists to develop a cohesive theory of and approach to race and racial analysis in linguistics that is influenced by researchers of different methodological approaches and racial backgrounds. A formal LSA statement on race will provide linguistic researchers with a framework for studying race and will also serve as a method of intellectual and social inclusion in linguistics. We draw on interdisciplinary expertise in related fields, including psychology, sociology, anthropology, education, and ethnic studies, to examine how scholars from >neighboring disciplines have formally conceptualized and dealt with race and racial classification strategies. Points of convergence as well as divergence are articulated, drawing insights that may advance work related to race within and beyond linguistics.

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Linguists must build and strengthen research partnerships with science, technology, engineering, and mathematics (STEM) educators to further investigate linguistic and cultural diversity and academic inequality in STEM education in the U.S. We review key issues and themes from literature on the role of language in U.S. STEM education and the linguistic and ideological roots of barriers to STEM achievement for culturally and linguistically diverse students. We assess ways that linguists have engaged with educators and teachers, learning from humanities‐ and social science‐based partnerships and adapting them to STEM contexts. We then examine specific and significant challenges that culturally and linguistically diverse student populations in STEM areas often face, with a focus on structural, sociocultural, and ideological barriers. Finally, we advocate for forging partnerships with STEM educators that establish a well‐defined rationale for collaboration across linguistics and STEM, yielding basic and applied research benefits.