This article examines how linguistics instructors can invoke the concept of impact in preparing students for a career, arguing that this way of thinking underscores the value of identifying and articulating transferable skills in engaging with community to pursue meaningful challenges. Drawing on initiatives in the UK and US, the authors present models of embedding partnership building, applied projects, and reflective practices into teaching, from an Applied Sociolinguistics module to scalable interventions for classrooms and beyond. Finally, reframing career preparation as critical engagement with capitalism, the article explores how this lens brings focus to choicefulness in careers and students’ capacity to effect change through work.

This article introduces the phenomenon of discontinuous harmony, where the target and trigger of harmony are separated by intervening nonharmonizing words. We present a case study from Guébie (Kru; Côte d’Ivoire) in which particle verbs are split via focus movement. Despite appearing at opposite edges of the clause, the verb controls harmony on the particle without affecting the vowels of intervening material. While discontinuous harmony would appear to violate locality, we offer an analysis that involves local harmony followed by syntactic movement that separates the trigger and target. This analysis thus relies on a cyclic interleaving of syntactic and phonological operations, where syntactic information persists through phonological evaluation and is available to later cycles of syntax.

This article introduces a novel linguistics pedagogy resource called the Language Profiles Project (LPP), an open access resource for linguistics instructors and students. The goal of the LPP is to make it easier and more engaging for instructors in North American institutions to incorporate underrepresented languages into undergraduate linguistics courses. More concretely, a language profile combines data sets for use in linguistics courses with contextual information about the language and culture. In this article, I describe the resource, the motivations for creating it, and some ways in which it could be used.

In light of the growing number of undergraduates from racially minoritized backgrounds at newly emergent Minority-Serving Institutions and other colleges and universities, linguists have a special responsibility to engage such students, particularly through projects that connect to students’ linguistic and cultural backgrounds. This article describes undergraduates’ learning experiences in a research collective committed to community-centered collaborative work to advance sociolinguistic justice for the Mexican Indigenous diasporic community in California. The discussion centers the voices of undergraduate team members to demonstrate the benefits of students’ learning with respect to the research process, linguistics as a discipline, and understanding of self, family, and community.