As a field, sociocultural linguistics has a long legacy of public scholarship that has worked to counter linguistic prejudices and inequalities perpetuated through language. Today, current community engagement within sociocultural linguistics increasingly takes a collaborative approach that includes students. In this article, I therefore explore how the field prepares both students and faculty for this work. In particular, I focus on courses with a service learning component, suggesting that these constitute key spaces for developing the commitments and capacities necessary for engaged work that advances sociolinguistic justice. I highlight the insights of existing scholarship on service learning in linguistics before turning to a more detailed discussion of pedagogical practice, drawing on current critical pedagogy literature that emphasize the importance of language and culture. Synthesizing two social movement perspectives, I propose a pedagogical framework that supports faculty and students in learning to accompany as an accomplice. I demonstrate the application of this model by discussing specific pedagogical strategies enacted in a community engaged course I taught on Language and Migration at a university in the United States. Ultimately, I suggest that developing social justice pedagogies is a crucial endeavor if we are to counter the ways that language has been used to justify inequalities and motivate violence towards racialized communities, both in the past and in the present.
The study of participation within linguistic anthropology has developed a nuanced understanding of participant roles and examined the process by which such roles are enacted in participation frameworks. This paper examines what I call modes of engagement, that is, role‐based differential use of forms of embodied and linguistic participation. I argue that such engagement modes are central in defining and differentiating participant roles themselves. The analysis focuses on data gathered at a bilingual bicycle‐repair shop with an overtly prescriptive ideology of participation. Ethnographic and interactional analysis demonstrates that such ideologies both influence and are shaped by local practices, and have material consequences for who can participate and how they do so.
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