Document Type

Chapter

Abstract

The study presented in this chapter foregrounds student voice research and students as participants in identifying locations on our urban research campus where linguistic diversity can be acknowledged and developed as a tool for knowledge-making. Beyond acknowledging the presence of diverse languages and linguistic practices on our urban campus, this study takes steps toward ensuring that linguistic diversity is recognized by faculty and administrators as a rich and active feature of campus life that crosses academic boundaries.

The study asks the following questions:

● How do Wayne State University (WSU) students experience diversity on campus?

● How do they experience linguistic diversity (their own and/or others')?

● Where on [our] campus do students experience diversity and linguistic diversity?

This project situates student participants as collaborators in identifying rhetorical, pedagogical, and administrative interventions that can support linguistic diversity on campus. In structuring conversations where students, instructors, and researchers work together to investigate a phenomenon at work in our institutional context—in this case, the locations on our urban R1 campus where linguistic diversity is observed and where it is more imperceptible—we allow student experiences to direct our findings and next steps. This work—and the public facing nature of our research—is aimed at broadening conversations with faculty in our disciplines and other disciplines about how linguistic diversity matters and how students are experiencing language instruction and languaging outside of our rhetoric-centered courses in composition and communication.

Disciplines

Arts and Humanities | English Language and Literature | Linguistics | Race and Ethnicity | Social Justice

Comments

This chapter is a pre-print, under review for publication.

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