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Finally)64.9(, we look at how linguistics programs can use the existing literature and insights )]TJ T* 0 Tw (from these interviews to help their students think about careers.* )Tj /TT6 1 Tf 0 -1.625 TD [(Keywor)37.1(ds)]TJ /TT2 1 Tf 3.9629 0 TD (: linguistics, employment, education, careers, skills, interviews )Tj /TT4 1 Tf 10 0 0 10 70 475.0665 Tm (1.)Tj /F1 1 Tf .75 0 TD -.0374 Tw [( Introduction)34.9(. )]TJ /TT2 1 Tf 6.7523 0 TD [(W)40(ithin higher education there are some programs that are more di-)]TJ -8.5023 -1.2 TD -.0803 Tw (rectly vocationalstudying education or law can lead to careers as teachers or lawyers)Tj T* -.0737 Tw [(and other programs, such as those within a Liberal )55.2(Arts or Bachelor of )55.2(Arts degree, where )]TJ T* .0457 Tw (there is a less direct correspondence between the degree and a specific vocation. Data )Tj T* -.0084 Tw [(from the UK and )55.2(Australia has shown that students in less directly vocational programs )]TJ T* -.0233 Tw [(tend to take longer to find full-time employment \(T)35.2(ref)18.1(fers-Daller & Sakel 2010\), in part )]TJ T* .0359 Tw [(because of the general nature of their skills \(British )55.2(Academy 2004, QIL)91.8(T)18.1( 2019\). It is, )]TJ T* -.0341 Tw [(however)40(, exactly the transferable critical-thinking skills these programs provide that are )]TJ T* -.0195 Tw [(cited as highly in demand by employers in a recent British )55.2(Academy report \(2020\). One )]TJ T* .0087 Tw [(challenge in helping students see how the skills they ac )258.7(quire in studying linguistics are )]TJ T* -.0291 Tw (relevant to a wide range of careers is that the majority of people who teach linguistics in )Tj T* .1106 Tw (a university setting are career academics,)Tj 7 0 0 7 229.8898 346.3665 Tm 0 Tw (1)Tj 10 0 0 10 233.3898 343.0665 Tm .1106 Tw [( who often have little direct experience of )]TJ -17.339 -1.2 TD -.025 Tw (working in other industries. )Tj 1 -1.2 TD -.0361 Tw [(T)69.8(o)0( help students and teachers better understand the many dif)18.1(ferent ways people apply )]TJ -1 -1.2 TD -.0015 Tw (their linguistics training in a range of careers, the first author began a monthly series of )Tj T* .1357 Tw (interviews with people who studied linguistics and subsequently found employment )Tj T* .0374 Tw [(outside of academia. )18.1(The series ran from 2015 to 2022 and includes over eighty inter )]TJ 34.4671 0 TD 0 Tw (-)Tj -34.4671 -1.2 TD .0343 Tw [(views. )18(W)80.1(e)0( have used the first fifty-one of these as a data set to better understand what )]TJ T* .1362 Tw [(people take from their linguistics training into their careers. )18.1(This paper provides an )]TJ T* .1057 Tw (overview of the employment-relevant skills that linguistics provides, drawing on the )Tj T* -.0133 Tw [(general literature and a synthesis of the interview data. )18.1(W)80.1(e)0( also explore the kinds of ad-)]TJ T* .075 Tw [(vice that those in employment of)18.1(fer to job seekers and assess how educators are best )]TJ T* .0114 Tw [(placed to act on this advice to support students. Our aim in doing this is to provide lin )261.4(-)]TJ T* .0558 Tw (guistics professors with the information they need to discuss careers and employment )Tj T* -.024 Tw (with their students, and to help them see how their own program content aligns with job )Tj 8 0 0 8 117.7637 54.4532 Tm 0 Tw [(Printed with the permission of Lauren Gawne & )55.2(Anuja Cabraal. 2023. )]TJ -6.2205 13.7333 TD .0571 Tw [(* )18.1(Thank you to everyone who took part in the Linguistics Job Interview series for the )]TJ /TT6 1 Tf 35.2764 0 TD 0 Tw (Superlinguo)Tj /TT2 1 Tf 4.8887 0 TD .0571 Tw [( blog. )]TJ -41.1651 -1.25 TD .0878 Tw [(Thanks also to the Research Education and Development team at La )18.1(T)35.2(robe University)64.9(, who or)18.1(ganized the )]TJ T* -.0287 Tw [(Shut Up and )18.1(W)40(rite sessions where we first started talking about this project. Lauren would additionally like to )]TJ T* .0204 Tw (thank Gretchen McCulloch for setting the linguistics jobs interviews in motion and for conversations during )Tj T* -.0023 Tw [(the preparation of this paper)55.2(. )18.1(This project was funded by an Early Career Researcher )55.2(A)91.8(ward prize awarded to )]TJ T* .0741 Tw [(Lauren Gawne by the School of Humanities and Social Sciences at La )18(T)35.2(robe University and a small grant )]TJ T* 0 Tw [(from the Centre for Research on Linguistic Diversity at La )18.1(T)35.2(robe University)64.9(. )]TJ 5.6 0 0 5.6 68 96.9596 Tm (1)Tj 8 0 0 8 70.8 94.3196 Tm .0001 Tc .0036 Tw [( Note that the term university)74.3( is used throughout this paper to refer to institutions of higher education in )]TJ -1.35 -1.25 TD 0 Tc 0 Tw (general. )Tj ET Q endstream endobj 44 0 obj << /ProcSet [/PDF /Text] /Font 311 0 R /ExtGState 312 0 R >> endobj 45 0 obj << /Length 6078 >> stream q 1 i .000031 720 486 -720 re 243 360.12 m W n .12001 720.12 486 -720 re W n /GS2 gs BT /TT2 1 Tf 8 0 0 8 78 682.4537 Tm 0 0 0 1 k 0 Tc 0 Tw [(e36)-114.5( LANGUAGE, )43.1(VOLUME )25(99, )25(NUMBER )25(1 )25(\(2023\))]TJ 10 0 0 10 78 659.0664 Tm -.0043 Tw [(skills. )18.1(This paper may also be of use to linguistics students who are looking to translate )]TJ 0 -1.2 TD 0 Tw [(their educational experience into career)20(-focused skills. )]TJ /TT4 1 Tf 1 -2.4 TD (2.)Tj /F1 1 Tf .75 0 TD .0771 Tw [( B)36.9(a)17.8(ckground)17.8(. )]TJ /TT2 1 Tf 6.5007 0 TD [(Passionate linguistics educators see the intrinsic value in the dis )327.1(-)]TJ -8.2507 -1.2 TD .0281 Tw (cipline, but also educate students who need to consider the job market and their future )Tj T* .0194 Tw [(employment prospects. )18(This summary of the literature on skills and employment gives )]TJ T* .108 Tw [(context to the interview participants)74.2( responses and provides professors with a high-)]TJ T* .1021 Tw [(level overview to contextualize discussions about careers with students. )18(This section )]TJ T* -.023 Tw (moves from the general to the specific: first an overview of general employment trends, )Tj T* -.0137 Tw (then the role of liberal arts education in job skills training, and finally the small body of )Tj T* .0726 Tw [(existing literature on linguistics and careers. )18.1(W)80.1(e)0( specifically do not discuss academic )]TJ T* .0316 Tw [(employment. )18(There are far more people graduating from master)-37.1()55.2(s)0( and Ph.D. programs )]TJ T* .0509 Tw (in linguistics than there are university-based research and/or teaching positions in lin-)Tj T* -.0303 Tw [(guistics \(Linguistic Society of )55.2(America 2021\), and this is the career most academic staf)18.1(f )]TJ T* .076 Tw (are best placed to discuss with their students. For the sake of the many students who )Tj T* .1098 Tw [(will not directly use their knowledge of morphology)64.9(, discourse analysis, et cetera in )]TJ T* 0 Tw [(their careers, we need to articulate why these skills matter more generally)64.9(. )]TJ 1 -1.2 TD -.0195 Tw (Employment trends can be hard to pin down, particularly at a time of major upheaval )Tj -1 -1.2 TD -.0671 Tw [(like the COVID-19 pandemic, during which we wrote this paper)55.2(. Even so, there are some )]TJ T* .0733 Tw [(lar)18.1(ge-scale themes regarding careers and employment that are relevant to the conver )]TJ 34.467 0 TD 0 Tw (-)Tj -34.467 -1.2 TD -.0175 Tw (sations educators have with students and to the experiences of the participants in the in-)Tj T* .0923 Tw (terview series. Much has been made of the )Tj /F1 1 Tf 18.0381 0 TD .0924 Tw [(kno)24.9(wledge economy)]TJ /TT2 1 Tf 9.3764 0 TD (, the current work )Tj -27.4146 -1.2 TD .0148 Tw (landscape which is characterized by careers that include constant change, and the need )Tj T* .0001 Tw (for flexibility and skills that can be used in jobs that do not yet even exist \(Brown et al. )Tj T* .0095 Tw [(2003, Rmgens et al. 2020\). )18(These trends are likely to become even more im )259.5(portant as )]TJ T* .0255 Tw (technology continues to render repetitive, task-based work obsolete, leaving the work )Tj 34.467 0 TD 0 Tw (-)Tj -34.467 -1.2 TD -.025 Tw (force focused further on jobs that require creativity \(Sherringham & Unhelkar 2020\). )Tj /F1 1 Tf 1 -1.2 TD 0 Tw [(Emplo)9.8(y)34.9(ability)]TJ /TT2 1 Tf 6.4573 0 TD .0776 Tw [( can be defined as the fit between workers)74.2( skills and the skills re-)]TJ -7.4573 -1.2 TD .0109 Tw (quired to perform a specific job \(McQuaid & Lindsay 2005\), with employability in the )Tj T* -.0262 Tw [(knowledge economy including a wide range of skills and attributes. )18.1(There is a broad lit)20.1(-)]TJ T* .0347 Tw [(erature across the economics, higher)20(-education, and workplace-learning disciplines on )]TJ T* -.0414 Tw (employability and its constituent features, but very little consensus on the definitive fea-)Tj T* -.0138 Tw (tures of employability \(McQuaid & Lindsay 2005, Rmgens et al. 2020\). McQuaid and )Tj T* .0205 Tw (Lindsay \(2005\), in a comprehensive survey of the employability literature, list twenty-)Tj T* -.0506 Tw [(five factors \(breaking out to over 100 example elements\) under three major cate )199.4(gories of )]TJ /F1 1 Tf T* -.0346 Tw [(individu)54.9(al f)9.8(a)17.8(ctors)]TJ /TT2 1 Tf 8.3579 0 TD 0 Tw (, )Tj /F1 1 Tf .4654 0 TD -.0346 Tw [(person)17.8(al circumst)34.9(ances,)]TJ /TT2 1 Tf 10.9697 0 TD [( and )]TJ /F1 1 Tf 1.8747 0 TD [(extern)17.8(al f)9.8(a)17.8(ctors)]TJ /TT2 1 Tf 7.838 0 TD [(. )18(W)80.1(e)0( refer the )]TJ -29.5058 -1.2 TD .0003 Tw (interested reader to McQuaid & Lindsay 2005 and Rmgens et al. 2020 for more detail )Tj T* -.0338 Tw [(on the relevant literature. )18.1(There are ongoing debates in both the policy and aca )216.2(demic lit-)]TJ T* -.0617 Tw [(eratures as to whether employability is the responsibility of higher)20(-education institutions )]TJ T* -.0194 Tw (or employers \(Andrews & Higson 2008, Pham & Jackson 2020, Succi & Canovi 2020\). )Tj T* -.047 Tw [(W)80.1(e)0( return to this debate, and the role of linguistics educators in student employability)64.9(, in )]TJ T* -.025 Tw (the discussion in 6. )Tj 1 -1.2 TD .1021 Tw (Although there is variation in how employability is defined in the literature, three )Tj -1 -1.2 TD -.0473 Tw [(themes are worth noting. )18.1(The first is that despite the lack of consensus on the exact skills )]TJ T* .0848 Tw [(and attributes that constitute employability)64.9(, the macro-categories of )]TJ /F1 1 Tf 27.91 0 TD 0 Tw (domain-specific)Tj /TT2 1 Tf 6.89 0 TD ( )Tj -34.8 -1.2 TD (and )Tj /F1 1 Tf 1.6995 0 TD (general)Tj /TT2 1 Tf 3.723 0 TD .0056 Tw [( skills are commonly observed. )18.1(These are given a range of names; for ex-)]TJ -5.4225 -1.2 TD -.0327 Tw [(ample, domain-specific skills are also known as hard, technical, or core)74.2( skills. Uni-)]TJ T* -.0551 Tw (versity degree content is traditionally in the area of domain-specific skills. General skills )Tj ET Q endstream endobj 46 0 obj << /ProcSet [/PDF /Text] /Font 313 0 R /ExtGState 314 0 R >> endobj 47 0 obj << /Length 5691 >> stream q 1 i 0 720 486 -720 re 243 360.12 m W n .12001 720.12 486 -720 re W n /GS2 gs BT /TT2 1 Tf 8 0 0 8 61.6424 682.4531 Tm 0 0 0 1 k 0 Tc 0 Tw [( COMMENT)80.1(AR)55.2(Y)-12.5( )]TJ 36.3498 0 TD ( e37)Tj 10 0 0 10 59.6938 659.0664 Tm -.0038 Tw [(are also known as soft, transferable, professional, or generic)74.2( skills \(T)69.8(ymon 2013, )]TJ 0 -1.2 TD -.0144 Tw [(Clarke 2017, Rmgens et al. 2020, Succi & Canovi 2020\). )18.1(This range of terms suggests )]TJ T* .1848 Tw [(the somewhat nebulous nature of existing accounts of employability)64.9(. For example, )]TJ T* -.004 Tw [(T)69.8(ymon \(2013:5\) reviews five dif)18.1(ferent lists of employability competencies from the lit)20(-)]TJ T* -.0193 Tw [(erature and notes that communication)74.2( and teamwork)74.2( skills are the only elements that )]TJ T* -.0549 Tw (occur across all of these frameworks. For this project we define domain-specific skills as )Tj T* .0203 Tw [(those that apply knowledge from linguistics directly to the work being undertaken. )18.1(W)80.1(e)0( )]TJ T* 0 Tw (define )Tj /F1 1 Tf 2.677 0 TD -.0716 Tw (transferable skills)Tj /TT2 1 Tf 8.8464 0 TD [( as those acquired regardless of the domain-specific context )]TJ -11.5234 -1.2 TD .0041 Tw (in which they are learned. For example, drawing a syntax tree is the direct result of do-)Tj T* -.0431 Tw (main-specific knowledge, while data analysis is a transferable skill that could be learned )Tj T* .0141 Tw [(through the process of studying any subfield of linguistics. )18.1(T)35.2(ransferable skills can, and )]TJ T* -.025 Tw (often are, learned without being overtly taught or named. )Tj 1 -1.2 TD .0977 Tw [(A)55.2( second theme that arises from the employability literature is that university stu )]TJ 33.4978 0 TD 0 Tw (-)Tj -34.4978 -1.2 TD .0862 Tw (dents are aware of the importance of employability and workplace skills, but are un-)Tj T* .0721 Tw [(clear about what these skills might be \(T)69.8(ymon 2013\) or about how their expectations )]TJ T* .0472 Tw (may not align with those of employers \(Succi & Canovi 2020\). Helping students con-)Tj T* .0166 Tw (nect their education to workplace skills can enable them to feel more confident as they )Tj T* .0536 Tw (move through their education and into employment. Most of the existing literature on )Tj T* .1393 Tw (this topic focuses on students and recent graduates from business schools \(e.g. Rao )Tj T* .035 Tw (2014, but see Li 2013, which includes students from other disciplines\). Exploration of )Tj T* .0104 Tw [(student and employer expectations in other fields is needed, which is one of the contri )260.4(-)]TJ T* 0 Tw [(butions of the current paper)55.2(. )]TJ 1 -1.2 TD .0886 Tw (The final theme from the employability literature is that while formal education is )Tj -1 -1.2 TD .0222 Tw [(time-bound, employability is considered a career)20(-long attribute \(Rmgens et al. 2020\). )]TJ T* .0375 Tw (Allowing students to make connections between their education and job skills can po-)Tj T* -.0337 Tw [(tentially help them across their full career trajectory)64.9(, not just with their first job. It is this )]TJ T* .0357 Tw [(career)20(-spanning element of employability)64.9(, and the relevance of dif)18.1(ferent skills and ex-)]TJ T* -.0363 Tw [(periences at dif)18.1(ferent career stages, that was the motivation for ensuring that the linguis-)]TJ T* .0091 Tw (tics jobs interviews were conducted with people at various points in their careers, from )Tj T* -.0106 Tw (recent graduates to people with multiple decades of experience. General skills are often )Tj T* .0815 Tw (reported by employers as highly desirable \(Archer & Davison 2008, Succi & Canovi )Tj T* .093 Tw [(2020\), but as mentioned above, the extent to which it is the responsibility of higher)20(- )]TJ T* 0 Tw [(education institutions to provide these skills to their students remains unclear)55.2(. )]TJ 1 -1.2 TD .0882 Tw [(So far)40(, we have been discussing employability as though it is a feature of the job- )]TJ -1 -1.2 TD -.0171 Tw [(seeking individual. It is important, however)40(, to remember that employability is as much )]TJ T* -.0113 Tw (constrained by demand-side realities as it is by the competencies of those already in the )Tj T* .036 Tw (workforce and those newly entering it upon graduating from university \(Harvey 2001, )Tj T* -.0685 Tw [(McQuaid & Lindsay 2005\). )18.1(This paper focuses on the experiences of employees, but em-)]TJ T* .0284 Tw [(ployability can also vary because of factors in the economy)64.9(. )18(The 2008 global financial )]TJ T* -.0357 Tw [(crisis and Great Recession, for example, saw a reduction in job opportunities for univer)20.1(-)]TJ T* .0202 Tw (sity graduates that had nothing to do with the competence of those individuals. In fact, )Tj T* .1357 Tw (the failure of the economy is often incorrectly framed as a failure of the individual )Tj T* -.0183 Tw (\(Brown et al. 2003\), and though it is not within the scope of this paper to critique the is-)Tj T* .1089 Tw (sues with contemporary labor systems, it is worth noting the limitations imposed by )Tj T* -.0827 Tw (framing employability in this way as exclusively a function of the university-educated in-)Tj T* -.0665 Tw [(dividual or their university educators. It is also worth talking about this frankly)64.9(, since this )]TJ T* -.0294 Tw [(is the economic reality students are entering, and to pretend otherwise is to in )220.6(tentionally )]TJ T* -.025 Tw (ensconce academia in the ivory tower it is often accused of inhabiting. )Tj ET Q endstream endobj 48 0 obj << /ProcSet [/PDF /Text] /Font 315 0 R /ExtGState 316 0 R >> endobj 49 0 obj << /Length 6062 >> stream q 1 i .000031 720 486 -720 re 243 360.12 m W n .12001 720.12 486 -720 re W n /GS2 gs BT /TT2 1 Tf 10 0 0 10 88 659.0664 Tm 0 0 0 1 k 0 Tc .0723 Tw [(W)40(ithin the literature on careers and employability for university graduates, a small )]TJ -1 -1.2 TD -.053 Tw (body of work looks at liberal arts graduates.)Tj 7 0 0 7 250.3508 650.3665 Tm 0 Tw (2)Tj 10 0 0 10 253.8509 647.0664 Tm -.053 Tw [( )18.1(This work provides sustained evidence that )]TJ -17.5851 -1.2 TD .1072 Tw [(these graduates have skills employers value, and strong records for employability)64.9(. )55.2(A)55.2( )]TJ T* .1364 Tw [(2020 report from the British )55.1(Academy demonstrates that humanities graduates have )]TJ T* -.067 Tw (skills that are seen as highly desirable by employers, including communication skills, the )Tj T* .0985 Tw [(ability to collaborate, research and analysis skills, and the ability to work with inde )348.5(-)]TJ T* -.0397 Tw [(pendence, creativity)64.9(, and adaptability)64.9(, as well as the flexibility to move across industries )]TJ T* -.0725 Tw [(over the course of their careers. Similarly)64.9(, a 2017 report commissioned by the New South )]TJ T* -.063 Tw [(W)80.1(ales Department of Education \(Australia\) identifies key work skills for the twenty-first )]TJ T* .2283 Tw [(century)64.9(, including critical thinking, creativity)64.9(, metacognition, and problem solving )]TJ T* .0122 Tw (\(Lamb et al. 2017\). Employers are aware that humanities graduates have a competitive )Tj T* -.0554 Tw [(skill set; the 2019 Graduate Outcome Survey \(QIL)91.8(T)18.1( 2019\) in )55.2(Australia showed that three )]TJ T* .024 Tw (years out from the completion of a degree, humanities graduates were in full-time em-)Tj T* -.0749 Tw (ployment at higher rates than students with degrees in science and math, and earned more )Tj T* -.0851 Tw [(for that work \(see Hurley 2020 for a summary\). )55.2(Atfield and Purcell \(2010\), writing during )]TJ T* -.0585 Tw [(the Great Recession over a decade ago, noted that it is increasingly the role of the univer)20.2(-)]TJ T* -.0361 Tw [(sity to explain how their students are ready for employment. )55.2(Although they were talking )]TJ T* -.0412 Tw (specifically about the UK context, the need to educate students and prospective employ-)Tj T* -.0502 Tw (ers on the skills that university graduates bring into the workforce is a trend that has only )Tj T* -.025 Tw [(grown stronger internationally)64.9(. )]TJ 1 -1.2 TD .0605 Tw [(Beyond the literature that looks at liberal arts students as a broad category)64.9(, there is )]TJ -1 -1.2 TD -.0174 Tw [(also a small body of literature on the employability of linguistics graduates specifically)64.9(. )]TJ T* .0421 Tw [(T)35.2(ref)18.1(fers-Daller and Sakel \(2010\) surveyed 387 graduates from eleven UK universities )]TJ T* -.0758 Tw [(six months after they graduated. )18.1(They found no major dif)18.1(ference in employment rates be-)]TJ T* -.0655 Tw [(tween linguistics students and students from other areas of the university)64.9(. )18(T)35.2(ref)18.1(fers-Daller )]TJ T* .0451 Tw (and Sakel also conducted focus groups with a small subset of recent graduates, which )Tj T* -.0768 Tw [(included a discussion of transferable skills. )18(Themes that were reported from these discus-)]TJ T* -.0315 Tw [(sions included communication skills, IT)18.1( and data-handling skills, analytical skills, inde-)]TJ T* .0371 Tw [(pendent work skills, and or)18.1(ganizational skills. )18.1(T)35.2(ref)18.1(fers-Daller and Sakel \(2010:18, 24\) )]TJ T* -.085 Tw (note that students need more information about possible career paths and an ability to bet-)Tj T* -.0401 Tw (ter articulate the general skills they have acquired. In addition to this quantitative survey )Tj T* -.0295 Tw (data there is some general literature based on the observations linguists have made from )Tj T* .0331 Tw [(their experiences working with students \(Hudson 2003, )18(T)35.2(rester 2017, 2022\). Common )]TJ T* -.075 Tw [(skills mentioned include communication skills, partic )175(ularly intercultural com )175(munication )]TJ T* -.025 Tw (skills, problem-solving and analysis skills, and research skills. )Tj 1 -1.2 TD .0869 Tw [(T)35.2(ref)18.1(fers-Daller and Sakel \(2010:4\) raise concerns that anxiety about employability )]TJ -1 -1.2 TD .0936 Tw (will push students toward areas of study with more transparent vocational pathways. )Tj T* .0003 Tw [(For linguistics as a discipline to thrive, we as educators have to find ways to clearly ar)20.1(-)]TJ T* .1339 Tw [(ticulate the skills that linguistics training can of)18.1(fer students and the potential career )]TJ T* .0314 Tw [(pathways available to someone with a linguistics degree. )18(W)80.1(e)0( can also provide ways to )]TJ T* .005 Tw (help students turn the observations about skills and employability discussed above into )Tj T* .1092 Tw (useful actions that will enable them to find employment that relies on the skills and )Tj T* -.0176 Tw (knowledge they gained during their linguistics training. Our analysis of interviews with )Tj T* .0394 Tw (fifty-one people who studied linguistics fills an existing gap in the conversation about )Tj T* -.005 Tw (linguistics employability skills by looking at the self-reported insights of graduates and )Tj T* 0 Tw (identifying the themes in these narratives. )Tj 8 0 0 8 78 682.4537 Tm [(e38)-114.5( LANGUAGE, )43.1(VOLUME )25(99, )25(NUMBER )25(1 )25(\(2023\))]TJ 5.6 0 0 5.6 86.0032 107.8066 Tm (2)Tj 8 0 0 8 88.8032 105.1667 Tm .0504 Tw [( )18.1(W)80.1(e)0( use the North )55.2(American term liberal arts)74.2( in this paper)55.2(. )18.1(W)80.1(e)0( use it broadly interchangeably with the )]TJ -1.35 -1.25 TD .0154 Tw [(terms humanities)74.2( and arts)74.2( more commonly used in the UK/Australian context; however)40(, we acknowledge )]TJ T* -.0051 Tw [(that there are dif)18.1(ferences in these educational traditions, and also acknowledge that some traditions place lin-)]TJ T* 0 Tw (guistics in the social sciences. )Tj ET Q endstream endobj 50 0 obj << /ProcSet [/PDF /Text] /Font 317 0 R /ExtGState 318 0 R >> endobj 51 0 obj << /Length 6358 >> stream q 1 i 0 720 486 -720 re 243 360.12 m W n .12001 720.12 486 -720 re W n /GS2 gs BT /TT4 1 Tf 10 0 0 10 70 659.02 Tm 0 0 0 1 k 0 Tc 0 Tw (3.)Tj /F1 1 Tf .75 0 TD .0479 Tw [( D)17.8(a)34.9(t)34.9(a. )]TJ /TT2 1 Tf 3.0922 0 TD (The data in this analysis consists of an existing set of fifty-one interviews )Tj -4.8422 -1.2 TD -.0077 Tw [(with people who studied linguistics and then went on to a range of careers. )18.1(These inter)20.1(-)]TJ T* .0893 Tw (views were conducted monthly by the first author as part of a series for the general- )Tj T* .1465 Tw (audience linguistics blog )Tj /TT6 1 Tf 10.632 0 TD 0 Tw (Superlinguo)Tj /TT2 1 Tf 4.8887 0 TD .1465 Tw [( between May 2015 and December 2022. )18(The )]TJ -15.5207 -1.2 TD .0057 Tw (interviewees in this series were self-selecting volunteers who answered either a private )Tj T* .0907 Tw [(or public request for participation. )18.1(The interviews were conducted via email; partici-)]TJ T* .0688 Tw (pants were sent a list of questions, and their responses were edited for clarity but not )Tj T* .0341 Tw [(content. )18.1(These fifty-one interviews represent the first fifty published blog posts in this )]TJ T* -.0351 Tw [(series. \(The )55.2(April 2018 post was with two communications professionals.)]TJ 7 0 0 7 350.4117 566.3201 Tm 0 Tw (3)Tj 10 0 0 10 353.9118 563.02 Tm -.0532 Tw [( These )-18.1(partic-)]TJ -29.3912 -1.2 TD .0838 Tw (ipants responded to the questions in separate correspondence, but their answers were )Tj T* 0 Tw [(presented together)55.2(.\) )]TJ 1 -1.2 TD .0003 Tw (All participants were asked the same set of questions, making the structure of the in-)Tj -1 -1.2 TD .0679 Tw [(terviews consistent. )18(The questions are as follows; the bolded parts appear in the final )]TJ T* 0 Tw (published interviews. )Tj /TT1 1 Tf 2.1 -1.4 TD <002f>Tj /TT2 1 Tf .5 0 TD [(0.)-100( What is your job title? )]TJ /TT1 1 Tf -.5 -1.2 TD <002f>Tj /TT2 1 Tf .5 0 TD [(1.)-100( )]TJ /TT4 1 Tf 1.6 0 TD .0337 Tw (What did you study at university?)Tj /TT2 1 Tf 14.6994 0 TD [( \(What was your degree? )18(What linguis-)]TJ -14.6994 -1.2 TD 0 Tw [(tics did you study? )18.1(What else?\) )]TJ /TT1 1 Tf -2.1 -1.2 TD <002f>Tj /TT2 1 Tf .5 0 TD [(2.)-100( )]TJ /TT4 1 Tf 1.6 0 TD [(What is your)18.1( job?)]TJ /TT2 1 Tf 7.6772 0 TD [( \(Fancy title? )18.1(What do you do day-to-day?\) )]TJ /TT1 1 Tf -9.7772 -1.2 TD <002f>Tj /TT2 1 Tf .5 0 TD [(3.)-100( )]TJ /TT4 1 Tf 1.6 0 TD -.0001 Tc -.0036 Tw [(How does your)18( linguistics training help you in your)18( job?)]TJ /TT2 1 Tf 23.9064 0 TD -.0002 Tc [( \(Or)39.8(, does it help )]TJ -23.9064 -1.2 TD 0 Tc 0 Tw (at all?\) )Tj /TT1 1 Tf -2.1 -1.2 TD <002f>Tj /TT2 1 Tf .5 0 TD [(4.)-100( )]TJ /TT4 1 Tf 1.6 0 TD .0736 Tw (Do you have any advice you wish someone had given to you about lin-)Tj 0 -1.2 TD 0 Tw [(guistics/car)18.1(eers/university? )]TJ /TT1 1 Tf -2.1 -1.2 TD <002f>Tj /TT2 1 Tf .5 0 TD (5.)Tj /TT4 1 Tf 1.6 0 TD -.0138 Tw [(Any other)18.1( thoughts or)18.1( comments?)]TJ /TT2 1 Tf 14.4634 0 TD [( \(Also, is there anything I should be ask-)]TJ -14.4634 -1.2 TD 0 Tw (ing that Im not?\) )Tj -4.2 -1.4 TD .0345 Tw (Question 0 was used to title each interview \(e.g. Interview with an exhibition content )Tj 0 -1.2 TD .0499 Tw [(manager)-37.1()74.2( or Interview with a journalist\). Eleven of the fifty-one participants did not )]TJ T* -.0015 Tw (have a response for question 5, and one participant did not have an answer for question )Tj T* .0051 Tw (3 \(interview 13\). Each interview includes a short introductory paragraph written by the )Tj T* -.0022 Tw [(first author and gives links to other interviews in the series at the end. )18(This content was )]TJ T* -.017 Tw [(not included in the analysis. )18.1(W)80.1(e)0( did not control for demographic background, including )]TJ T* .0234 Tw [(gender or location, of the participants in the study)64.9(, and thus do not take gender and lo-)]TJ T* -.0254 Tw (cation into account in our analysis of the data. In conducting these interviews, we inten-)Tj T* .2772 Tw [(tionally tar)18.1(geted individuals with a wide variety of educational and employment )]TJ T* .035 Tw [(experiences. )18(The majority of participants trained in )55.1(Australia, North )55.1(America, and Eu-)]TJ T* 0 Tw [(rope, and their highest linguistics degree attainment was varied, as seen in )18.1(T)69.8(able 1. )]TJ 8 0 0 8 61.6424 682.4531 Tm [( COMMENT)80.1(AR)55.2(Y)-12.5( )]TJ 36.3498 0 TD ( e39)Tj /F1 1 Tf -25.323 -57.2899 TD [(highest degree a)34.9(t)0(t)34.9(ained)-238.7( tot)34.9(al )]TJ /TT2 1 Tf 0 -1.25 TD [(Under)18.1(graduate \(non-Linguistics major\))-122.1( )]TJ /TT1 1 Tf 19.0714 0 TD <002f>Tj /TT2 1 Tf .5 0 TD (3 )Tj -19.5714 -1.25 TD [(Under)18.1(graduate \(Linguistics major\))-205.2( 16 )]TJ T* [(Under)18.1(graduate honors \(Linguistics\))]TJ 5.6 0 0 5.6 263.9041 196.774 Tm (a)Tj /TT8 1 Tf .6531 0 TD ( )Tj /TT2 1 Tf 8 0 0 8 305.8477 194.134 Tm (8 )Tj -19.4988 -1.25 TD [(Masters \(Linguistics\))-45( )]TJ /TT1 1 Tf 19.0714 0 TD <002f>Tj /TT2 1 Tf .5 0 TD (8 )Tj -19.5714 -1.25 TD [(Applied Masters \(Linguistics\))-73.3( )]TJ /TT1 1 Tf 19.0714 0 TD <002f>Tj /TT2 1 Tf .5 0 TD (3 )Tj -19.5714 -1.25 TD [(Ph.D. \(Linguistics\))-182.7( 13 )]TJ /F1 1 Tf -3.1517 -1.7681 TD [(T)79.8(able)]TJ /TT2 1 Tf 2.5872 0 TD [( 1. Level of participants)74.2( educational attainment in linguistics. )]TJ 5.6 0 0 5.6 68 142.6294 Tm (a)Tj 8 0 0 8 70.4856 139.9894 Tm .0747 Tw [( )18(What constitutes an honors degree varies depending on the country of study)64.9(. In the US, a B.A. is four )]TJ -1.3107 -1.25 TD -.0301 Tw [(years with an optional honors research thesis. In the UK and )55.2(Australia, a B.A. is three years with an additional )]TJ T* 0 Tw [(fourth year for the research thesis. )18.1(W)80.1(e)0( do not distinguish between these experiences for this study)64.9(. )]TJ 5.6 0 0 5.6 68 76.8076 Tm (3)Tj 8 0 0 8 70.8 74.1675 Tm [( See https://www)64.9(.superlinguo.com/post/173428713556/linguistics-jobs-interview-with-two. )]TJ ET Q endstream endobj 52 0 obj << /A 319 0 R /Type /Annot /Subtype /Link /Rect [85.551 73.368 363.057 81.368] /Border [0 0 0] /H /N >> endobj 53 0 obj << /ProcSet [/PDF /Text] /Font 320 0 R /ExtGState 321 0 R >> endobj 54 0 obj << /Length 4884 >> stream q 1 i .000031 720 486 -720 re 243 360.12 m W n .12001 720.12 486 -720 re W n /GS2 gs BT /TT2 1 Tf 10 0 0 10 88 659.0664 Tm 0 0 0 1 k 0 Tc .0635 Tw (Because the interviews were published on a public website, those who participated )Tj -1 -1.2 TD -.0209 Tw [(later were able to read previous responses to the questions. )18(W)80.1(e)0( found a small handful of )]TJ T* -.0151 Tw [(cases where participants made this overt, such as participant 18, who of)18.1(fered the advice )]TJ T* -.0334 Tw (to search for some of the connections between linguistics and other fields on job search )Tj T* .0222 Tw (engines or by reading blogs like this one, and participant 26, who framed their advice )Tj T* .1092 Tw (in contrast to earlier interviews \(I know some previous interviewees have said they )Tj T* 0 Tw (wish they had been more aware of the \(lack of\) job prospects for linguists \). )Tj 1 -1.2 TD .0061 Tw [(The full list of job titles from these interviews is given in alphabetical order in )18.1(T)69.8(able )]TJ -1 -1.2 TD .0327 Tw [(2. In a handful of instances two people have the same job title but very dif)18.1(ferent path-)]TJ T* .0512 Tw (ways into and experiences with those careers, including two journalists and two com-)Tj T* .0421 Tw (munications professionals. Job titles were self-ascribed by the interviewees, and some )Tj T* 0 Tw (are more specific than others. )Tj 8 0 0 8 78 682.4537 Tm [(e40)-114.5( LANGUAGE, )43.1(VOLUME )25(99, )25(NUMBER )25(1 )25(\(2023\))]TJ 10 0 0 10 88 204.74 Tm .0048 Tw (The majority of participants included their names, though some did not include their )Tj -1 -1.2 TD -.0245 Tw [(full name or did not include the name of their employer)55.2(. )18(W)80.1(e)0( quote individual interviews )]TJ T* -.0326 Tw [(by job title and identification number)40(, which is based on the chronological order of pub-)]TJ T* 0 Tw (lication \(see the appendix for the list in this order\). )Tj 1 -1.2 TD .0038 Tw [(Some limitations and caveats follow from the scope of the interview series. )18.1(The first )]TJ -1 -1.2 TD .0499 Tw (is that the range of jobs and narratives represented is constrained to those who volun-)Tj T* .007 Tw [(teered to participate. )18.1(The fact that participants self-selected means they are more likely )]TJ T* -.0125 Tw (to have already decided that their linguistics training has some positive bearing on their )Tj T* -.0158 Tw [(current job or overall career trajectory)64.9(. )55.2(Additionally)64.9(, the focus on a range of careers and )]TJ T* .0539 Tw (experiences means that the set of fifty-one interviews does not realistically reflect the )Tj T* -.0329 Tw [(prevalence or likelihood of a particular career)55.2(. )18.1(While we acknowledge these limitations, )]TJ 8 0 0 8 99 494.4531 Tm 0 Tw (Accent coach )Tj 0 -1.25 TD (Agency owner & executive editor )Tj T* (Apprentice mechanic )Tj T* (Client services manager )Tj T* (Communications consultant )Tj T* (Communications professional \(2\) )Tj T* (Communications specialist )Tj T* (Community outreach coordinator )Tj T* (Computational linguist )Tj T* (Conductor )Tj T* (Copywriter and brand strategist \(and fiction )Tj /TT1 1 Tf T* <002f002f>Tj /TT2 1 Tf 1 0 TD (author\) )Tj -1 -1.25 TD (Data analyst )Tj T* (Data scientist )Tj T* (Editor and copywriter )Tj T* (Educational development lecturer \(and )Tj /TT1 1 Tf T* <002f002f>Tj /TT2 1 Tf 1 0 TD (linguistic consultant\) )Tj -1 -1.25 TD (English foreign language teacher )Tj T* (Exhibition content manager )Tj T* [(Freelance editor)40(, writer)40(, and trainer )]TJ T* (Freelance translator and editor )Tj T* (High school teacher )Tj T* (Humanitarian aid worker )Tj T* (Internet linguist )Tj T* (Interpreter )Tj T* (Journalist \(2\) )Tj /F1 1 Tf 17.1665 32.5489 TD (job title )Tj /TT2 1 Tf 2.3335 -1.2989 TD (Language creator )Tj 0 -1.25 TD (Language revitalization program director )Tj T* (Learning scientist )Tj T* (Lexicographer )Tj T* (Librarian )Tj T* (Linguistic project manager at a language tech )Tj /TT1 1 Tf T* <002f002f>Tj /TT2 1 Tf 1 0 TD (company )Tj -1 -1.25 TD (Local radio digital managing editor )Tj T* (Marketing content specialist )Tj T* (Media language researcher )Tj T* (Museum curator )Tj T* (PR consultant )Tj T* (Product manager )Tj T* (School linguist )Tj T* (Senior content project manager )Tj T* (Software engineer )Tj T* (Speech pathologist )Tj T* (Standards engineer )Tj T* (Study abroad facilitator )Tj T* [(T)69.8(ext analyst )]TJ T* (The career linguist )Tj T* (Think tank researcher )Tj T* [(T)69.8(our company director )]TJ T* [(T)35.1(ranslator and business owner )]TJ T* (University course coordinator )Tj T* (User experience \(UX\) researcher)Tj /F1 1 Tf -13.0551 -1.7546 TD [(T)79.8(able)]TJ /TT2 1 Tf 2.5872 0 TD ( 2. Job titles given by participants in the interview series.)Tj /TT4 1 Tf 22.773 0 TD ( )Tj ET Q endstream endobj 55 0 obj << /ProcSet [/PDF /Text] /Font 322 0 R /ExtGState 323 0 R >> endobj 56 0 obj << /Length 6868 >> stream q 1 i 0 720 486 -720 re 243 360.12 m W n .12001 720.12 486 -720 re W n /GS2 gs BT /TT2 1 Tf 10 0 0 10 60 659.0664 Tm 0 0 0 1 k 0 Tc .0553 Tw [(the heterogeneity of the participants)74.2( experiences makes this set of interviews unique. )]TJ 0 -1.2 TD .0338 Tw (There is also a time-depth of career experience to these interviews that is not found in )Tj T* .0224 Tw (most of the literature on job skills: some participants are not just months or years after )Tj T* .0938 Tw (graduation, but decades into established careers where they still find their linguistics )Tj T* 0 Tw (skills to be relevant. )Tj 1 -1.2 TD -.0112 Tw [(The appendix includes the full list of interviews, with hyperlinks to each. )18.1(The )]TJ /TT6 1 Tf 31.134 0 TD 0 Tw [(Super)20(-)]TJ -32.134 -1.2 TD (linguo)Tj /TT2 1 Tf 2.5557 0 TD .0007 Tw [( blog is archived by the National Library of )55.2(Australia, through P)91.8(ANDORA, )55.2(Aus-)]TJ -2.5557 -1.2 TD 0 Tw [(tralia)55.2(s web archive.)]TJ 7 0 0 7 140.7959 578.3665 Tm (4)Tj 10 0 0 10 144.2959 575.0664 Tm ( )Tj /TT4 1 Tf -7.4296 -1.8 TD (4.)Tj /F1 1 Tf .75 0 TD .0002 Tc .0014 Tw ( Methods.)Tj /TT2 1 Tf 4.5026 0 TD 0 Tc .0016 Tw [( )18.1(The approach to coding the interviews was positivistic in nature, given )]TJ -6.2526 -1.2 TD .0064 Tw (that we were seeking specific answers about the skills participants gained as a result of )Tj T* .0873 Tw [(their studies. )18.1(The data was highly structured, as all participants were asked the same )]TJ T* .0213 Tw [(questions without follow-up or clarification. )18.1(W)80.1(e)0( used multiple analytical techniques in )]TJ T* .1022 Tw [(the coding and analysis stages of the research. )18(The initial stage was attribute coding )]TJ T* .0132 Tw (\(Saldana 2009\), in which we coded for )Tj /F1 1 Tf 15.8653 0 TD 0 Tw [(educa)34.9(tion)]TJ /TT2 1 Tf 4.6331 0 TD .0132 Tw [( and )]TJ /F1 1 Tf 1.9702 0 TD 0 Tw (jobs)Tj /TT2 1 Tf 1.778 0 TD .0132 Tw [( \(see )18.1(T)69.8(ables 1 and 2\). )18.1(This )]TJ -24.2467 -1.2 TD .1115 Tw (was followed by structural coding \(Saldana 2009\) to break the data into broad cate-)Tj T* .1089 Tw (gories of )Tj /F1 1 Tf 3.9947 0 TD 0 Tw (skills)Tj /TT2 1 Tf 2.612 0 TD .1089 Tw [( and )]TJ /F1 1 Tf 2.1617 0 TD (further advice)Tj /TT2 1 Tf 6.9709 0 TD (. From there, we used a content-analytical ap-)Tj -15.7393 -1.2 TD -.0365 Tw (proach \(Bazeley 2013\) for the analysis of skills and further advice, focusing specifically )Tj T* .0956 Tw (on responses to questions 3 and 4. In the final stages, we used a focused coding ap-)Tj T* .0306 Tw (proach \(Saldana 2009\) for skills and a pattern-coding approach \(Saldana 2009\) for the )Tj T* 0 Tw (section on further advice. )Tj 1 -1.2 TD -.0085 Tw [(T)69.8(able 3 provides an overview of the analysis conducted and the location of the infor-)]TJ -1 -1.2 TD -.0263 Tw [(mation within this paper)55.2(. )18.1(This analysis provides the reader with a high-level synopsis of )]TJ T* -.0871 Tw [(the nature of these interviews and their insights about linguistics, jobs, and employability)64.9(. )]TJ 8 0 0 8 61.6424 682.4531 Tm 0 Tw [( COMMENT)80.1(AR)55.2(Y)-12.5( )]TJ 36.3498 0 TD ( e41)Tj 10 0 0 10 70 259.495 Tm -.0076 Tw [(W)80.1(e)0( initially used NV)60.1(ivo, a qualitative research software program \(QSR International )]TJ -1 -1.2 TD .014 Tw (2020\), to break down the responses to individual questions, and from there moved to a )Tj T* .0381 Tw [(spreadsheet to populate a table listing the range of skills provided. )18.1(The two categories )]TJ T* 0 Tw (of )Tj /F1 1 Tf 1.0523 0 TD -.0307 Tw (domain-specific skills)Tj /TT2 1 Tf 9.7213 0 TD [( and )]TJ /F1 1 Tf 1.8825 0 TD (transferable skills)Tj /TT2 1 Tf 8.8873 0 TD [( were used per their definitions in )]TJ -21.5435 -1.2 TD .055 Tw [(the introduction \(1\). )18.1(W)80.1(e)0( identified the categories and their labels within the data set, )]TJ T* .0595 Tw [(rather than apply an existing categorical schema. )18.1(This was done to best represent this )]TJ T* .1256 Tw (specific data set, but also because, as discussed above, the literature on transferable )Tj T* 0 Tw (skills does not have a single, agreed-upon set of skill categories. )Tj 1 -1.2 TD -.0281 Tw [(Every ef)18.1(fort was made to use the language of the participants to guide the assignment )]TJ -1 -1.2 TD -.0142 Tw (of codes and categories to the data, and then to align the data in accordance with the lit-)Tj T* -.0236 Tw [(erature. )18.1(W)80.1(e)0( took into account both the way individuals constructed their experience and )]TJ T* .0079 Tw (our knowledge of the linguistics curriculum. Because the information in the interviews )Tj /F1 1 Tf 8 0 0 8 71.6938 366.416 Tm 0 Tw [(informa)34.9(tion)-102.4( structured subcomponents )]TJ 0 -1.25 TD [(level of educa)34.9(tion)17.8(al a)34.9(t)0(t)34.9(ainment )-188.5( )]TJ /TT2 1 Tf 17.625 0 TD [(Described in )18.1(T)69.8(able 1 above )]TJ /F1 1 Tf -17.625 -1.25 TD [(job title)-208( )]TJ /TT2 1 Tf 17.625 0 TD [(Described in )18.1(T)69.8(able 2 above )]TJ /F1 1 Tf -17.625 -1.25 TD [(domain-specific skills)-123( )]TJ /TT2 1 Tf 17.625 0 TD [(Exhaustive list in participants)74.2( own language, aggregated )]TJ -17.5 -1.25 TD ( )Tj /TT1 1 Tf 17.5 0 TD <002f002f>Tj /TT2 1 Tf 1 0 TD [(into themes, presented in )18.1(T)69.8(able 4 )]TJ /F1 1 Tf -18.625 -1.25 TD [(transferable skills)-207( )]TJ /TT2 1 Tf 17.625 0 TD [(Exhaustive list in participants)74.2( own language, aggregated )]TJ -17.5 -1.25 TD ( )Tj /TT1 1 Tf 17.5 0 TD <002f002f>Tj /TT2 1 Tf 1 0 TD [(into themes, presented in )18.1(T)69.8(able 5 )]TJ /F1 1 Tf -18.625 -1.25 TD [(advice and insights)-94( )]TJ /TT2 1 Tf 17.625 0 TD [(Thematic coding, presented in )18.1(T)69.8(able 6 )]TJ /F1 1 Tf -3.6125 -1.75 TD [(T)79.8(able)]TJ /TT2 1 Tf 2.5872 0 TD ( 3.)Tj /TT4 1 Tf 1 0 TD ( )Tj /TT2 1 Tf .25 0 TD (Overview of analysis.)Tj 5.6 0 0 5.6 68 107.236 Tm (4)Tj 8 0 0 8 70.8 104.596 Tm .1215 Tw [( P)91.8(ANDORA)55.2( is searchable through )18.1(T)35.2(rove, and all of the interviews can be accessed through )18.1(T)35.2(rove by )]TJ -1.35 -1.25 TD .1446 Tw [(adding the library)55.2(s prefix onto the )]TJ /TT6 1 Tf 15.0306 0 TD 0 Tw (Superlinguo)Tj /TT2 1 Tf 4.8887 0 TD .1446 Tw [( URL: http://webarchive.nla.gov)64.9(.au/awa/20200904191514 )]TJ -19.9193 -1.25 TD 0 Tw [(/http://pandora.nla.gov)64.9(.au/pan/147470/20200905-0016/. )]TJ ET Q endstream endobj 57 0 obj << /A 324 0 R /Type /Annot /Subtype /Link /Rect [243.091 93.796 408.8 101.796] /Border [0 0 0] /H /N >> endobj 58 0 obj << /A 325 0 R /Type /Annot /Subtype /Link /Rect [407.2 93.796 408.8 101.796] /Border [0 0 0] /H /N >> endobj 59 0 obj << /A 326 0 R /Type /Annot /Subtype /Link /Rect [59.2 83.796 237.812 91.796] /Border [0 0 0] /H /N >> endobj 60 0 obj << /ProcSet [/PDF /Text] /Font 327 0 R /ExtGState 328 0 R >> endobj 61 0 obj << /Length 5512 >> stream q 1 i .000031 720 486 -720 re 243 360.12 m W n .12001 720.12 486 -720 re W n /GS2 gs BT /TT2 1 Tf 10 0 0 10 78 659.0664 Tm 0 0 0 1 k 0 Tc -.002 Tw (was participant-led with no structured follow-up, it is possible that our analysis is actu-)Tj 0 -1.2 TD .0112 Tw [(ally an underreporting of how linguistics training is applied in the context of work. )18.1(W)80.1(e)0( )]TJ T* -.0375 Tw [(took a deliberately broad approach to what constitutes a skill and included anything par)20.1(-)]TJ T* .0696 Tw (ticipants said they had used in the context of their employment \(as opposed to some-)Tj T* .0037 Tw [(thing that could possibly be useful in general\). )18.1(This exploratory approach fits best with )]TJ T* .0195 Tw (this preexisting set of interviews, but a more detailed methodology could be created in )Tj T* .0212 Tw [(a subsequent study)64.9(, in which people would be asked in a more structured way to name )]TJ T* 0 Tw (specific skills and the tasks in which they are used. )Tj 1 -1.2 TD .0538 Tw (All skills listed and mentioned in this paper are specific to a general linguistics de-)Tj -1 -1.2 TD .0911 Tw (gree. In a handful of cases participants mentioned the skills gained as a result of the )Tj T* -.0051 Tw (broader liberal arts degree, but these were not counted or included in the results as they )Tj T* -.0019 Tw (were incidental and not specifically solicited in the interview structure. One participant )Tj T* -.0284 Tw [(who did not ar)18.1(gue for linguistics being specifically useful still provided an endorsement )]TJ T* 0 Tw (for social sciences more generally: )Tj 8 0 0 8 94 486.0664 Tm .0265 Tw [(Frankly)64.9(, I don)18.1(t think my linguistics training assists any more so than any other social science would. I )]TJ 0 -1.25 TD -.022 Tw [(strongly believe that I use daily the generic)74.2( skills developed through my under)18.1(graduate study)64.9(, and even )]TJ T* 0 Tw (more so during my PhD. \(Client services manager; #14\) )Tj 10 0 0 10 88 447.0664 Tm .1019 Tw [(W)80.1(e)0( acknowledge that many other linguistically motivated methodologies could be )]TJ -1 -1.2 TD -.0171 Tw (brought to bear on this data, but we are focusing on an approach that combines our skill )Tj T* .0827 Tw [(sets and expertise. )18.1(W)80.1(e)0( discuss how students can use the collection of interviews as a )]TJ T* 0 Tw (data set for exploration in the discussion section \(6\). )Tj /TT4 1 Tf 1 -2.1 TD (5.)Tj /F1 1 Tf .75 0 TD -.0335 Tw [( Resul)36.9(ts.)]TJ /TT2 1 Tf 3.9856 0 TD [( In this section we discuss the results of the analysis of the interviews. )18.1(W)80.1(e).1( )]TJ -5.7356 -1.2 TD .015 Tw (begin with a brief discussion of the variety of jobs that participants do \(5.1\), and then )Tj T* .1061 Tw (explore the skills gained in linguistics training by looking at both discipline-specific )Tj T* -.0182 Tw [(and transferable skills \(5.2\). Finally)64.9(, we discuss some of the career advice and insights )]TJ T* -.0057 Tw [(provided by the interviewees \(5.3\). )18(Throughout, we illustrate key themes and findings )]TJ T* 0 Tw (with quotes from the interviews. )Tj /TT4 1 Tf 1 -1.9 TD (5.1.)Tj /F1 1 Tf 1.5 0 TD .0183 Tw [( )49.8(V)110.8(ariety of jobs. )]TJ /TT2 1 Tf 7.5526 0 TD [(W)80.1(e)0( listed the job titles interviewees gave in )18(T)69.8(able 2 above. In )]TJ -10.0526 -1.2 TD (this section we want to make clear that all participants, regardless of their specific job, )Tj T* .0156 Tw [(found some utility in their linguistics education for their work. )18(While we acknowledge )]TJ T* .1646 Tw (that the self-selecting method through which interviewees were recruited may con-)Tj T* .0637 Tw (tribute to this pattern \(see discussion in 3\), the heterogeneity of the jobs and experi-)Tj T* -.0204 Tw (ence represented here speaks to the breadth of careers where people derive benefit from )Tj T* .0448 Tw [(studying linguistics. )18.1(While all participants agreed that linguistics was relevant to their )]TJ T* .0518 Tw (work, they sometimes reflected on the fact that this was not overtly discussed in their )Tj T* 0 Tw (linguistics education: )Tj 8 0 0 8 94 198.0664 Tm -.0365 Tw [(Being able to work as a journalist, teacher)40(, translator/interpreter)40(, editor)40(, writer)40(, or even in public relations )]TJ 0 -1.25 TD -.0337 Tw [(or the field of intelligence, is something I don)18.1(t think ever gets discussed in the classroom in terms of lin-)]TJ T* 0 Tw (guistic jobs in the real world. \(Interpreter; #3\) )Tj 10 0 0 10 78 159.0664 Tm [(W)80.1(e)0( return to the need for more conversations about work and careers in 6. )]TJ /TT4 1 Tf 1 -1.9 TD (5.2.)Tj /F1 1 Tf 1.5 0 TD -.0012 Tw ( Domain-specific and transferable skills from linguistics training)Tj /TT2 1 Tf 30.1352 0 TD [(. Par)20(-)]TJ -32.6352 -1.2 TD -.0348 Tw (ticipants reported both domain-specific and transferable skills they had acquired in their )Tj T* .0658 Tw [(linguistics training that were relevant to their work. )18.1(W)80.1(e)0( extracted these in the partici-)]TJ T* .1478 Tw [(pants)74.2( own language and, where appropriate, grouped them together by theme. )18(The )]TJ T* .1 Tw (results we present are the self-described skills participants reported in the context of )Tj T* .0614 Tw [(their work. )18.1(W)80.1(e)0( therefore do not include here any skills that participants mentioned as )]TJ 8 0 0 8 78 682.4537 Tm 0 Tw [(e42)-114.5( LANGUAGE, )43.1(VOLUME )25(99, )25(NUMBER )25(1 )25(\(2023\))]TJ ET Q endstream endobj 62 0 obj << /ProcSet [/PDF /Text] /Font 329 0 R /ExtGState 330 0 R >> endobj 63 0 obj << /Length 7833 >> stream q 1 i 0 720 486 -720 re 243 360.12 m W n .12001 720.12 486 -720 re W n /GS2 gs BT /TT2 1 Tf 10 0 0 10 60 659.0664 Tm 0 0 0 1 k 0 Tc -.0136 Tw (having gained from their linguistics studies, but did not specifically indicate as relevant )Tj 0 -1.2 TD 0 Tw (to their careers. )Tj /F1 1 Tf 1 -1.6 TD .0457 Tw (Domain-specific skills. )Tj /TT2 1 Tf 10.5093 0 TD [(T)69.8(able 4 lists the domain-specific skills and knowledge by )]TJ -11.5093 -1.2 TD .0573 Tw [(frequency of mention, and indicates the participants who reported them. )18.1(W)80.1(e)0( also pro-)]TJ T* .028 Tw (vide quotes for each skill to give a sense of how participants talked about them. Many )Tj T* -.0133 Tw (quotes include reference to several areas of linguistics, indicating the complex ways in-)Tj T* 0 Tw (dividuals draw on skills from their degree in their work. )Tj 8 0 0 8 61.6424 682.4531 Tm [( COMMENT)80.1(AR)55.2(Y)-12.5( )]TJ 36.3498 0 TD ( e43)Tj /F1 1 Tf -36.5551 -14.8169 TD [(domain-specific )-74.3( # )-171.8( mentioned by)-115.8( quotes )]TJ 0 -1.25 TD .25 Tw [( skills )]TJ T* 0 Tw [(linguistic met)34.9(a-)-192.2( )]TJ /TT2 1 Tf 10.2143 0 TD [(19)-142.9( 9, 10, 1)37.1(1, 13, 15, 18, )-215.7( What helps most is my awareness of language )]TJ /TT1 1 Tf -10.2143 -1.25 TD <002f002f>Tj /F1 1 Tf 1 0 TD [(a)54.9(w)74(areness)-207.1( )-250( )]TJ /TT2 1 Tf 13.3571 0 TD (20, 21, 22, 26, 30, )Tj /F1 1 Tf 7.6786 0 TD [( )-250( )]TJ /TT2 1 Tf 2.75 0 TD [(in situations.)74.2( \(School linguist; #41\) )]TJ -24.6786 -1.25 TD ( )Tj /TT1 1 Tf 13.25 0 TD <002f002f>Tj /TT2 1 Tf 1 0 TD (31, 35, 37, 39, 41, )Tj -14.25 -1.25 TD ( )Tj /TT1 1 Tf 13.25 0 TD <002f002f>Tj /TT2 1 Tf 1 0 TD (44, 48, 49 )Tj /F1 1 Tf -14.3571 -1.25 TD [(phonetics/)-47.3( )]TJ /TT2 1 Tf 10.7143 0 TD [(9)-142.9( 7, 12, 18, 21, 26, 32, )-178.6( Many speech and literacy dif)18.1(ficulties link )]TJ /TT1 1 Tf -10.7143 -1.25 TD <002f002f>Tj /F1 1 Tf 1 0 TD [(phonology)-161.1( )-250( )]TJ /TT2 1 Tf 13.3571 0 TD [(36, 44, 50)-178.6( )]TJ /TT1 1 Tf 9.4286 0 TD <002f002f>Tj /TT2 1 Tf 1 0 TD (straight back to phonological rather than )Tj -.0045 -1.25 TD [(motor dif)18.1(ficulties.)74.2( \(Speech pathologist; #12\) )]TJ /F1 1 Tf -24.7812 -1.25 TD [(synt)34.9(a)17.8(ctic an)17.8(al)54.9(ysis)-114.8( )]TJ /TT2 1 Tf 10.7143 0 TD [(8)-142.9( 2, 3, 21, 24, 28, 29, )-178.6( Ive even had to draw a syntax tree in a )]TJ -10.6071 -1.25 TD ( )Tj /TT1 1 Tf 13.25 0 TD <002f002f>Tj /TT2 1 Tf 1 0 TD [(34, 49)-178.6( )]TJ /TT1 1 Tf 9.4286 0 TD <002f002f>Tj /TT2 1 Tf 1 0 TD [(meeting.)74.2( \(Senior content project manager at )]TJ -.0045 -1.25 TD [(T)35.2(ransparent Language; #18\) )]TJ /F1 1 Tf -24.7812 -1.25 TD [(langu)54.9(a)17.8(ge an)17.8(al)54.9(ysis)-78.8( )]TJ /TT2 1 Tf 10.7143 0 TD [(8)-142.9( 2, 6, 7, 12, 23, 24, 25, )-178.6( It)55.2(s fascinating to me the things that others don)18.1(t )]TJ -10.6071 -1.25 TD ( )Tj /TT1 1 Tf 13.25 0 TD <002f002f>Tj /TT2 1 Tf 1 0 TD [(42)-178.6( )]TJ /TT1 1 Tf 9.4286 0 TD <002f002f>Tj /TT2 1 Tf 1 0 TD (know about how to analyze language, I guess )Tj -.0045 -1.25 TD [(just because that)55.2(s my content area.)74.2( \(T)69.8(ext an-)]TJ T* (alyst; #23\) )Tj /F1 1 Tf -24.7812 -1.25 TD [(langu)54.9(a)17.8(ge use )-91( )]TJ /TT2 1 Tf 10.7143 0 TD [(7)-142.9( 4, 7, 9, 24, 27, 42, 49)-178.6( When I write definitions and example )]TJ /TT1 1 Tf -10.7143 -1.25 TD <002f002f>Tj /F1 1 Tf 1 0 TD [(an)17.8(al)54.9(ysis)]TJ /TT2 1 Tf 3.7857 0 TD ( )Tj /TT1 1 Tf 19 0 TD <002f002f>Tj /TT2 1 Tf 1 0 TD (sentences, Im always thinking about the col-)Tj -.0045 -1.25 TD (locations of words so I can help present the )Tj T* (most useful constructions to people looking )Tj T* [(up the word.)74.2( \(Lexicographer; #42\) )]TJ /F1 1 Tf -24.7812 -1.25 TD [(sociolinguistic )-184.3( )]TJ /TT2 1 Tf 10.7143 0 TD [(5)-142.9( 9, 22, 27, 46, 48)-178.6( Interactional sociolinguistics can teach us a lot )]TJ /TT1 1 Tf -10.7143 -1.25 TD <002f002f>Tj /F1 1 Tf 1 0 TD [(an)17.8(al)54.9(ysis)-23.5( )-250( )]TJ /TT2 1 Tf 23.7857 0 TD (about why certain customer service phone )Tj -.0045 -1.25 TD [(calls don)18.1(t go well.)74.2( \(Communications con-)]TJ T* (sultant; #27\) )Tj /F1 1 Tf -24.7812 -1.25 TD [(historical )-46.3( )]TJ /TT2 1 Tf 10.7143 0 TD [(4)-142.9( 35, 36, 38, 40)-178.6( Jumping into conversations frequently about the )]TJ /TT1 1 Tf -10.7143 -1.25 TD <002f002f>Tj /F1 1 Tf 1 0 TD [(linguistics)-145.7( )-250( )]TJ /TT2 1 Tf 23.7857 0 TD (historical significance of a particular word or )Tj -.0045 -1.25 TD [(phrase, writing about my own etymology jour)20.1(-)]TJ T* (nal \(and constantly telling others to create )Tj T* (their own\), and explaining to clients why I )Tj T* [(make the edits Im making.)74.2( \(Agency owner)40(, )]TJ T* (executive editor; #38\) )Tj /F1 1 Tf -24.7812 -1.25 TD [(langu)54.9(a)17.8(ge )-91( )]TJ /TT2 1 Tf 10.7143 0 TD [(4)-142.9( 15, 22, 41, 44)-178.6( I also use my knowledge of language )]TJ /TT1 1 Tf -10.7143 -1.25 TD <002f002f>Tj /F1 1 Tf 1 0 TD [(a)17.8(cquisition)-190.5( )-250( )]TJ /TT2 1 Tf 23.7857 0 TD (acquisition and sociolinguistics in projects )Tj -.0045 -1.25 TD (that involve localization, learning new sys-)Tj T* [(tems, and system design to match the user)-37.1()55.2(s).1( )]TJ T* (mental representation of what the system )Tj T* [(should look like and do.)74.2( \(User experience )]TJ T* (\(UX\) researcher; #22\) )Tj /F1 1 Tf -24.7812 -1.25 TD [(linguistic )-213.3( )]TJ /TT2 1 Tf 10.7143 0 TD [(4)-142.9( 6, 1)37.1(1, 26, 40)-215.7( Any editor needs to be intimately acquainted )]TJ /TT1 1 Tf -10.7143 -1.25 TD <002f002f>Tj /F1 1 Tf 1 0 TD [(structures)-35.7( )-250( )]TJ /TT2 1 Tf 23.7857 0 TD (with the nuts and bolts of language, and )Tj -.0045 -1.25 TD [(there)55.2(s really no better way to do that than by )]TJ T* [(studying linguistics.)74.2( \(Editor and copywriter; )]TJ T* (#6\) )Tj /F1 1 Tf -24.7812 -1.25 TD [(semantic an)17.8(al)54.9(ysis)-201( )]TJ /TT2 1 Tf 10.7143 0 TD [(4)-142.9( 3, 7, 34, 49 )-178.6( Quickly analyzing the semantics and meaning )]TJ -10.6786 -1.25 TD ( )Tj /TT1 1 Tf 23.75 0 TD <002f002f>Tj /TT2 1 Tf 1 0 TD (behind a comment is necessary for the collec-)Tj -.0045 -1.25 TD [(tion of information, as opposed to a word-for)20(-)]TJ T* [(word translation.)74.2( \(Interpreter; #3\) )]TJ 10.1599 -1.75 TD (\()Tj /F1 1 Tf .333 0 TD [(T)79.8(able)]TJ /TT2 1 Tf 2.5872 0 TD ( 4.)Tj /TT4 1 Tf 1 0 TD ( )Tj /TT6 1 Tf .25 0 TD (Continues)Tj /TT2 1 Tf 4.0557 0 TD (\) )Tj ET Q endstream endobj 64 0 obj << /ProcSet [/PDF /Text] /Font 331 0 R /ExtGState 332 0 R >> endobj 65 0 obj << /Length 6351 >> stream q 1 i .000031 720 486 -720 re 243 360.12 m W n .12001 720.12 486 -720 re W n /GS2 gs BT /TT2 1 Tf 10 0 0 10 88 313.0664 Tm 0 0 0 1 k 0 Tc .1278 Tw (The domain-specific skills span linguistic subdisciplines, as well as skills learned )Tj -1 -1.2 TD -.0055 Tw [(across a linguistics degree such as linguistic meta-awareness. )18.1(While some may initially )]TJ T* .0391 Tw [(appear to be knowledge rather than skills, the application to participants)74.2( work clearly )]TJ T* -.0062 Tw (shows that an understanding of linguistics has an application in the workplace, and that )Tj T* 0 Tw (participants deem them to be domain-specific skills they have. )Tj /F1 1 Tf 1 -1.6 TD -.0144 Tw [(T)34.9(ransferable skills. )]TJ /TT2 1 Tf 9.4654 0 TD (Participants reported a range of transferable skills they use in )Tj -10.4654 -1.2 TD .0778 Tw (their jobs. Many of the skills were reported in the context of a particular occupation, )Tj T* .0126 Tw [(and we have therefore aggregated them into common themes. )18.1(T)69.8(able 5 lists transferable )]TJ T* .0113 Tw [(skills by frequency of mention grouped thematically)64.9(, and indicates who reported them. )]TJ T* .0778 Tw (It is possible that some of these skills could be further condensed in some models of )Tj T* .0734 Tw (employability skills. For example, teaching could be a communication skill, and data )Tj T* .0816 Tw (management and data analysis can be viewed as separate components of transferable )Tj T* 0 Tw (research skills. )Tj 1 -1.2 TD .0767 Tw (The list of self-reported transferable skills from linguistics does not reflect the full )Tj -1 -1.2 TD .063 Tw [(range of such skills that are discussed in the employability literature. )18(T)69.8(ymon)55.2(s \(2013: )]TJ T* -.0342 Tw (844\) survey of six key definitions of employability includes skills not mentioned by any )Tj T* -.0412 Tw [(participants in the interview series. Commonly reported employability skills in )18.1(T)69.8(ymon)55.2(s )]TJ T* .0484 Tw (summary that were noted by interview participants include: teamwork, ability to cope )Tj T* -.0135 Tw [(with uncertainty)64.9(, taking on responsibility)64.9(, professionalism, reliability)64.9(, and self-manage-)]TJ 8 0 0 8 78 682.4537 Tm 0 Tw [(e44)-114.5( LANGUAGE, )43.1(VOLUME )25(99, )25(NUMBER )25(1 )25(\(2023\))]TJ /F1 1 Tf 0 -2.7547 TD [(domain-specific )-74.3( # )-171.8( mentioned by)-115.8( quotes )]TJ 0 -1.25 TD .25 Tw [( skills )]TJ T* 0 Tw [(langu)54.9(a)17.8(ge v)74(aria)34.9(tion)-58.9( )]TJ /TT2 1 Tf 10.7143 0 TD [(2)-142.9( 9, 20)-178.6( Being able to draw on knowledge of things like )]TJ -10.6786 -1.25 TD ( )Tj /TT1 1 Tf 23.75 0 TD <002f002f>Tj /TT2 1 Tf 1 0 TD (how people use language, power structures in )Tj -.0045 -1.25 TD [(language, cultural and social dif)18.1(ferences in )]TJ T* [(language use and language)55.2(s role in identity is )]TJ T* [(hugely helpful.)74.2( \(Copywriter and brand strate-)]TJ T* (gist \(and fiction author\); #9\) )Tj /F1 1 Tf -24.7813 -1.25 TD [(langu)54.9(a)17.8(ge )-91( )]TJ /TT2 1 Tf 10.7143 0 TD [(2)-142.9( 8, 36 )-178.6( Our training helps to make existing linguistic )]TJ /TT1 1 Tf -10.7143 -1.25 TD <002f002f>Tj /F1 1 Tf 1 0 TD [(document)34.9(a)34.9(tion)-103.5( )-250( )]TJ /TT2 1 Tf 23.7857 0 TD (materials accessible and empowers people to )Tj -.0045 -1.25 TD (begin using linguistic methods themselves to )Tj T* (document languages or to prepare resources )Tj T* (that can be more widely used for language re-)Tj T* [(vitalisation activities.)74.2( \(Language revitalisa-)]TJ T* (tion program director; #8\) )Tj /F1 1 Tf -24.7813 -1.25 TD [(discourse an)17.8(al)54.9(ysis)-173( )]TJ /TT2 1 Tf 10.7143 0 TD [(2)-142.9( 1, 20)-178.6( Discourse )55.2(Analytic tools like negation, )]TJ -10.6786 -1.25 TD ( )Tj /TT1 1 Tf 23.75 0 TD <002f002f>Tj /TT2 1 Tf 1 0 TD (presupposition triggers, discursive othering, )Tj -.0045 -1.25 TD (deixis in reference, and a functional perspec-)Tj T* (tive on narrative tend to come in particularly )Tj T* (handy with my work whether I am training, )Tj T* (consulting, or engaged in capacity-building )Tj T* [(ef)18.1(forts.)74.2( \(The career linguist; #20\) )]TJ /F1 1 Tf -24.7813 -1.25 TD [(psy)17.8(cholinguistics)-36.1( )]TJ /TT2 1 Tf 10.7143 0 TD [(1)-142.9( 44)-178.6( Im using the principles that I learned in classes )]TJ -10.6786 -1.25 TD ( )Tj /TT1 1 Tf 23.75 0 TD <002f002f>Tj /TT2 1 Tf 1 0 TD (on second language acquisition, speech per-)Tj -.0045 -1.25 TD [(ception, and psycholinguistics to inform new)64.9(, )]TJ T* [(better ways to teach languages.)74.2( \(Learning )]TJ T* (scientist; #44\) )Tj /F1 1 Tf -24.7813 -1.25 TD [(morphological )-184.3( )]TJ /TT2 1 Tf 10.7143 0 TD [(1)-142.9( 36)-178.6( Most useful in my day-to-day life is coursework )]TJ /TT1 1 Tf -10.7143 -1.25 TD <002f002f>Tj /F1 1 Tf 1 0 TD [(an)17.8(al)54.9(ysis)-23.5( )-250( )]TJ /TT2 1 Tf 23.7857 0 TD [(I did in phonetics, phonology)64.9(, morphology)64.9(, )]TJ -.0045 -1.25 TD (historical linguistics, field work, cognitive )Tj /F1 1 Tf -24.7813 -2 TD [(creole studies)-185.3( )]TJ /TT2 1 Tf 10.7143 0 TD [(1)-142.9( 36)]TJ 3.8214 .75 TD ( )Tj /TT1 1 Tf 9.25 0 TD <002f002f>Tj /TT2 1 Tf 1 0 TD [(science, and pidgin and creole studies.)74.2( \(Lan-)]TJ -.0045 -1.25 TD (guage creator; #36\) )Tj /F1 1 Tf -22.0194 -1.75 TD [(T)79.8(able)]TJ /TT2 1 Tf 2.5872 0 TD ( 4.)Tj /TT4 1 Tf 1 0 TD ( )Tj /TT2 1 Tf .25 0 TD (Domain-specific skills reported by participants. # = total number of times mentioned. )Tj ET Q endstream endobj 66 0 obj << /ProcSet [/PDF /Text] /Font 333 0 R /ExtGState 334 0 R >> endobj 67 0 obj << /Length 8751 >> stream q 1 i 0 720 486 -720 re 243 360.12 m W n .12001 720.12 486 -720 re W n /GS2 gs BT /TT2 1 Tf 10 0 0 10 60 117.3544 Tm 0 0 0 1 k 0 Tc -.0297 Tw (ment. Some of these elements were mentioned by participants, but not directly linked to )Tj 0 -1.2 TD -.0341 Tw (skills gained in their education. For example, the freelance translator and editor \(partici-)Tj T* -.045 Tw (pant 17\) explicitly mentioned the lack of teamwork in their role as a freelance translator: )Tj 8 0 0 8 61.6424 682.4531 Tm 0 Tw [( COMMENT)80.1(AR)55.2(Y)-12.5( )]TJ 36.3498 0 TD ( e45)Tj /F1 1 Tf -36.5551 -2.7546 TD [(transferable skills)-153.4( # )-11.1( mentioned by)-240.8( quotes )]TJ 0 -1.25 TD [(tea)17.8(ching)-227.2( )]TJ /TT2 1 Tf 10.5714 0 TD [(14)-178.6( 3, 4, 10, 12, 13, 15, )-71.4( English Language draws on a lot of my linguistics )]TJ -10.5714 -1.25 TD ( )Tj /TT1 1 Tf 12.75 0 TD <002f002f>Tj /TT2 1 Tf 1 0 TD [(20, 25, 30, 32, 37, )-71.4( )]TJ /TT1 1 Tf 8.3214 0 TD <002f002f>Tj /TT2 1 Tf 1 0 TD [(study)64.9(, and also keeps me in touch with how )]TJ -23.0714 -1.25 TD ( )Tj /TT1 1 Tf 12.75 0 TD <002f002f>Tj /TT2 1 Tf 1 0 TD [(41, 44, 50)-71.4( )]TJ /TT1 1 Tf 8.3214 0 TD <002f002f>Tj /TT2 1 Tf 1 0 TD [(people think and write about language.)74.2( \(High )]TJ -.0089 -1.25 TD (school teacher; #4\) )Tj -22.9911 -1.25 TD ( My linguistic training has been invalu)Tj 37.525 0 TD (able for learn- )Tj -37.525 -1.25 TD ( )Tj /TT1 1 Tf 22 0 TD <002f002f>Tj /TT2 1 Tf 1 0 TD (ing language, teaching English, and developing )Tj -.0089 -1.25 TD (culturally appropriate strategies to communicate )Tj T* [(successfully in a wide range of situations.)74.2( \(T)69.8(our )]TJ T* (company director; #10\) )Tj /F1 1 Tf -23.0625 -1.25 TD [(communica)34.9(tion)-215.3( )]TJ /TT2 1 Tf 10.5714 0 TD [(12)-178.6( 6, 7, 9, 20, 22, 34, )-71.4( My communication recommendations will always )]TJ -10.5714 -1.25 TD ( )Tj /TT1 1 Tf 12.75 0 TD <002f002f>Tj /TT2 1 Tf 1 0 TD [(37, 40, 42, 44, 48, )-71.4( )]TJ /TT1 1 Tf 8.3214 0 TD <002f002f>Tj /TT2 1 Tf 1 0 TD (depend on a nuanced understanding of both )Tj -23.0714 -1.25 TD ( )Tj /TT1 1 Tf 12.75 0 TD <002f002f>Tj /TT2 1 Tf 1 0 TD [(49)-71.4( )]TJ /TT1 1 Tf 8.3214 0 TD <002f002f>Tj /TT2 1 Tf 1 0 TD [(context and desired interactional outcomes.)74.2( \(The )]TJ -.0089 -1.25 TD (career linguist; #20\) )Tj -22.9911 -1.25 TD ( I feel like Im a much better communic)Tj 38.0211 0 TD (ator than I )Tj -38.0211 -1.25 TD ( )Tj /TT1 1 Tf 22 0 TD <002f002f>Tj /TT2 1 Tf 1 0 TD (was when I first started college. Im a lot more )Tj -.0089 -1.25 TD (flexible in interpretations and I care a lot more )Tj T* (about getting to the root of what a person is trying )Tj T* (to communicate, rather than what words they )Tj T* (chose and what those words mean to me specifi-)Tj T* [(cally)64.9(.)74.2( \(Marketing content specialist; #48\) )]TJ /F1 1 Tf -23.0625 -1.25 TD [(da)34.9(t)34.9(a)0( an)17.8(al)54.9(ysis)-211( )]TJ /TT2 1 Tf 10.5714 0 TD [(12)-178.6( 2, 7, 8, 1)37.1(1, 21, 24, )-108.5( My knowledge of how people think about language )]TJ -10.5714 -1.25 TD ( )Tj /TT1 1 Tf 12.75 0 TD <002f002f>Tj /TT2 1 Tf 1 0 TD [(27, 34, 35, 40, 42,)-71.4( )]TJ /TT1 1 Tf 8.3214 0 TD <002f002f>Tj /TT2 1 Tf 1 0 TD (and use language helps me successfully predict )Tj -23.0714 -1.25 TD ( )Tj /TT1 1 Tf 12.75 0 TD <002f002f>Tj /TT2 1 Tf 1 0 TD [(49)-71.4( )]TJ /TT1 1 Tf 8.3214 0 TD <002f002f>Tj /TT2 1 Tf 1 0 TD (what search terms people will use to find informa-)Tj -.0089 -1.25 TD (tion, which helps me catalog the items in such a )Tj T* [(way that theyre more findable.)74.2( \(Librarian; #24\) )]TJ /F1 1 Tf -23.0625 -1.25 TD [(cross-cul)36.9(tural )-163.3( )]TJ /TT2 1 Tf 10.5714 0 TD [(10)-178.6( 3, 10, 21, 22, 30, 32, )-71.4( My background in sociolinguistics has taught me )]TJ /TT1 1 Tf -10.5714 -1.25 TD <002f002f>Tj /F1 1 Tf 1 0 TD [(communica)34.9(tion)]TJ /TT2 1 Tf 7 0 TD ( )Tj /TT1 1 Tf 4.75 0 TD <002f002f>Tj /TT2 1 Tf 1 0 TD [(35, 41, 46, 48)-71.4( )]TJ /TT1 1 Tf 8.3214 0 TD <002f002f>Tj /TT2 1 Tf 1 0 TD (the significance of diversity among groups of peo-)Tj -.0089 -1.25 TD [(ple \(like users of a product\) in so many ways.)74.3( )]TJ T* (\(Product manager; #46\) )Tj /F1 1 Tf -23.0625 -1.25 TD [(da)34.9(t)34.9(a)0( man)17.8(a)17.8(gement)-34.9( )]TJ /TT2 1 Tf 11.0714 0 TD [(8)-178.6( 3, 8, 18, 22, 23, 24, )-71.4( I use many of the data or)18.1(ganization skills I absorbed )]TJ -11.0714 -1.25 TD ( )Tj /TT1 1 Tf 12.75 0 TD <002f002f>Tj /TT2 1 Tf 1 0 TD [(29, 41)-71.4( )]TJ /TT1 1 Tf 8.3214 0 TD <002f002f>Tj /TT2 1 Tf 1 0 TD [(during my Language )18.1(T)35.2(ranscription class.)74.2( \(T)69.8(ext )]TJ -.0089 -1.25 TD (analyst; #23\) )Tj /F1 1 Tf -23.0625 -1.25 TD [(profession)17.8(al writing)-115.2( )]TJ /TT2 1 Tf 11.0714 0 TD [(6)-178.6( 2, 6, 26, 27, 36, 42)-71.4( And Im able to do a lot of proofreading with )]TJ -11 -1.25 TD ( )Tj /TT1 1 Tf 22 0 TD <002f002f>Tj /TT2 1 Tf 1 0 TD (confidence because I studied orthography and )Tj -.0089 -1.25 TD (punctuation in a way that a non-linguist probably )Tj T* [(hasn)18.1(t.)74.2( \(Communications consultant; #27\) )]TJ /F1 1 Tf -23.0625 -1.25 TD [(learning)-209.4( )]TJ /TT2 1 Tf 11.0714 0 TD [(6)-178.6( 10, 15, 18, 22, 26, )-71.4( having a B.A. in Linguistics has been an invaluable )]TJ -11.0714 -1.25 TD ( )Tj /TT1 1 Tf 12.75 0 TD <002f002f>Tj /TT2 1 Tf 1 0 TD [(40)-71.4( )]TJ /TT1 1 Tf 8.3214 0 TD <002f002f>Tj /TT2 1 Tf 1 0 TD [(leg up in learning foreign languages.)74.2( \(Study )]TJ -.0089 -1.25 TD (abroad facilitator; #21\) )Tj /F1 1 Tf -23.0625 -1.25 TD [(b)19.8(usiness man)17.8(a)17.8(gement )-235.8( )]TJ /TT2 1 Tf 11.0714 0 TD [(3)-178.6( 20, 32, 39)-71.4( After my MA)55.2( I developed a new division to focus )]TJ /TT1 1 Tf -11.0714 -1.25 TD <002f002f>Tj /F1 1 Tf 1 0 TD [(skills)-209.4( )-250( )]TJ /TT2 1 Tf 22.0714 0 TD [(on words I couldn)18.1(t have set up )18.1(W)80.1(ord Savvy )]TJ -.0089 -1.25 TD [(without a linguistics background.)74.2( \(PR consultant; )]TJ T* (#39\) )Tj /F1 1 Tf -23.0625 -1.25 TD [(transla)34.9(tion)-49.3( )]TJ /TT2 1 Tf 11.0714 0 TD [(2)-178.6( 3, 48)-71.4( I like to tell myself I went into translation, just )]TJ -11 -1.25 TD ( )Tj /TT1 1 Tf 22 0 TD <002f002f>Tj /TT2 1 Tf 1 0 TD (between human and machine languages rather than )Tj -.0089 -1.25 TD [(from one human language to another)55.2(.)74.2( \(Software )]TJ T* (engineer; #47\) )Tj /F1 1 Tf -23.0625 -1.25 TD [(research )-15.4( )]TJ /TT2 1 Tf 11.0714 0 TD [(1)-178.6( 50)-71.4( having the research skills honed by two degrees in )]TJ -11 -1.25 TD ( )Tj /TT1 1 Tf 8 0 0 8 236.5715 170.416 Tm <002f002f>Tj /TT2 1 Tf 1 0 TD [(linguistics has been invaluable )74.2( \(Exhibition )]TJ -.0089 -1.25 TD (content manager; #50\) )Tj /F1 1 Tf -22.8378 -1.75 TD [(T)79.8(able)]TJ /TT2 1 Tf 2.5871 0 TD -.0625 Tw [( 5.)]TJ /TT4 1 Tf .9375 0 TD 0 Tw ( )Tj /TT2 1 Tf .1875 0 TD -.0625 Tw [(T)35.2(ransferable skills reported by participants, grouped by theme. # = total number of times mentioned. )]TJ ET Q endstream endobj 68 0 obj << /ProcSet [/PDF /Text] /Font 335 0 R /ExtGState 336 0 R >> endobj 69 0 obj << /Length 6514 >> stream q 1 i .000031 720 486 -720 re 243 360.12 m W n .12001 720.12 486 -720 re W n /GS2 gs BT /TT2 1 Tf 10 0 0 10 78 659.0664 Tm 0 0 0 1 k 0 Tc .0436 Tw [(But this is not something I would recommend to people who thrive in teamwork. It)55.2(s )]TJ 0 -1.2 TD .0246 Tw [(quite a solitary profession. )18.1(This provides scope for some additional transferable skills )]TJ T* -.0182 Tw [(that educators can build into their curriculum. )55.2(Abrams \(2005\), for example, outlines the )]TJ T* -.0353 Tw (experience of teaching an applied linguistics program that centered collaboration along-)Tj T* .0452 Tw (side other transferable skills. It is unclear from these interviews if participants did not )Tj T* -.0618 Tw (learn these skills in their linguistics education, or whether they did but the nonexhaustive )Tj T* -.0039 Tw (structure of the interviews or their own employment experience did not provide the op-)Tj T* -.0205 Tw [(portunity to report on these skills. )18.1(W)80.1(e)0( discuss the potential for more structured data col-)]TJ T* -.025 Tw (lection that includes a variety of potential skills in the conclusion. )Tj 1 -1.2 TD -.0001 Tc -.0043 Tw [(W)80(e)-.1( have thus far presented all mentions of domain-specific and transferable skills as )]TJ -1 -1.2 TD 0 Tc .0188 Tw [(separate. However)40(, we also cross-coded participants)74.2( responses where domain-specific )]TJ T* .0198 Tw [(skills were overtly linked to transferable skills, which occurred seventy dif)18.1(ferent times )]TJ T* .0201 Tw [(across the interviews. )18.1(Where the links were made, the nature of this data did not allow )]TJ T* .2123 Tw (us to make any robust observations about the relationship between these domain- )Tj T* -.0105 Tw [(specific and transferable skills, as this was not always made overt in the interviews. )18(W)80.1(e).1( )]TJ T* -.0374 Tw [(found that the same domain-specific skills were linked by participants to dif)18.1(ferent trans-)]TJ T* .0002 Tw (ferable skills. For example, the domain-specific skill of analysis of linguistic structures )Tj T* .0156 Tw (was reported as relevant to transferable skills in both professional writing \(participants )Tj T* .0067 Tw (2, 6\) and data analysis \(participants 7, 42\). Our preliminary observations suggest that a )Tj T* .0116 Tw [(dif)18.1(ferent set of data may provide more structured insights into the broad range of ways )]TJ T* 0 Tw (in which linguistics can be applied to work. )Tj /TT4 1 Tf 1 -1.6 TD (5.3.)Tj /F1 1 Tf 1.5 0 TD .0165 Tw [( C)17.8(areer advice)]TJ /TT2 1 Tf 6.6841 0 TD [(. )55.2(Alongside discussion of skills, participants also shared a range )]TJ -9.1841 -1.2 TD .0093 Tw [(of insights, suggestions, and advice in these interviews. )18.1(W)80.1(e)0( aggregated these elements, )]TJ T* .1556 Tw [(mostly drawn from question 4, which explicitly solicits advice. )18.1(W)80.1(e)0( then conducted )]TJ T* .1737 Tw (a thematic analysis to gain insight into common advice and suggestions shared by )Tj T* 0 Tw (interviewees. )Tj 1 -1.2 TD .0146 Tw [(T)69.8(able 6 provides an overview of the themes and topics of advice of)18.1(fered, along with )]TJ -1 -1.2 TD .0968 Tw [(frequency counts and references to the specific interviews. )18.1(W)80.1(e)0( provide quotes in the )]TJ T* .014 Tw [(analysis below)64.9(, rather than in the table itself. Forty-five of the participants gave advice )]TJ T* .0743 Tw [(relevant to linguistics and careers that were included in the thematic analysis. )18.1(W)80.1(e)0( in-)]TJ T* .0497 Tw (cluded only themes that were addressed by more than one participant, as advice men-)Tj T* .0645 Tw [(tioned only once was relevant to very specific careers and contexts. )18.1(W)80.1(e)0( acknowledge )]TJ T* .04 Tw (that advice presented in summary and aggregate has the potential to appear contradic-)Tj T* .0033 Tw [(tory or reductive; however)40(, even given the open framing of the question \(Do you have )]TJ T* 0 Tw [(any advice?\), common themes emer)18.1(ged across the interviews. )]TJ 8 0 0 8 78 682.4537 Tm [(e46)-114.5( LANGUAGE, )43.1(VOLUME )25(99, )25(NUMBER )25(1 )25(\(2023\))]TJ /F1 1 Tf 0 -56.3797 TD [(theme)-112( tot)34.9(al)-195( interviews )]TJ /TT2 1 Tf 0 -1.25 TD [(Linguistics is broadly applicable.)-100( 18)-53.6( 1, )12.8(3, )12.8(4, )12.8(12, )12.8(14, )12.8(19, )12.8(23, )12.8(25, )12.8(29, )12.8(31, )12.8(33, )12.8(34, )12.8(35, )12.8(37, )12.8(38, )]TJ 43.7368 0 TD ( )Tj -43.5582 -1.25 TD ( )Tj /TT1 1 Tf 22.75 0 TD <002f002f>Tj /TT2 1 Tf 1 0 TD (39, 44, 45 )Tj -23.9286 -1.25 TD [(Y)100.1(ou need more career discussion or planning.)-119.5( 14)-53.6( 3, 6, 7, 12, 15, 16, 18, 20, 21, 24, 26, 30, 34, 50 )]TJ T* [(T)35.2(ry dif)18.1(ferent things.)-97.1( 13)-53.6( 1, 2, 18, 25, 29, 31, 33, 35, 36, 42, 44, 46, 47 )]TJ T* [(Do what you love.)-5.8( 1)37.1(1)-72.1( 6, 9, 18, 24, 25, 26, 27, 28, 37, 40, 48 )]TJ T* [(Make the most of opportunities.)-71.2( 10)-53.6( 1, 8, 1)37.1(1, 20, 21, 26, 32, 40, 44, 47 )]TJ T* [(People around you matter)55.2(.)-127.4( )]TJ /TT1 1 Tf 20.125 0 TD <002f>Tj /TT2 1 Tf .5 0 TD [(6)-53.6( 2, 8, 9, 1)37.1(1, 12, 28 )]TJ -20.625 -1.25 TD [(Networking is useful.)-237.3( )]TJ /TT1 1 Tf 20.125 0 TD <002f>Tj /TT2 1 Tf .5 0 TD [(5)-53.6( 22, 26, 28, 35, 44 )]TJ -20.625 -1.25 TD [(Y)100.1(ou don)18.1(t have to know what you want to do.)-106.9( )]TJ /TT1 1 Tf 20.125 0 TD <002f>Tj /TT2 1 Tf .5 0 TD [(3)-53.6( 5, 6, 24 )]TJ -20.625 -1.25 TD [(Y)100.1(our career is not linear)55.2(.)-62.4( )]TJ /TT1 1 Tf 20.125 0 TD <002f>Tj /TT2 1 Tf .5 0 TD [(2)-53.6( 37, 49 )]TJ /F1 1 Tf -12.3082 -1.75 TD [(T)79.8(able)]TJ /TT2 1 Tf 2.5872 0 TD [( 6. )18.1(Themes of advice given regarding linguistics and careers. )]TJ 10 0 0 10 88 100.0664 Tm -.0038 Tw (Before we discuss any insights from these themes, we want to briefly discuss the na-)Tj -1 -1.2 TD -.015 Tw [(ture of advice giving and the stance taken in these interviews. )18.1(The advice in these inter)20.2(-)]TJ ET Q endstream endobj 70 0 obj << /ProcSet [/PDF /Text] /Font 337 0 R /ExtGState 338 0 R >> endobj 71 0 obj << /Length 5400 >> stream q 1 i 0 720 486 -720 re 243 360.12 m W n .12001 720.12 486 -720 re W n /GS2 gs BT /TT2 1 Tf 10 0 0 10 60 659.0664 Tm 0 0 0 1 k 0 Tc -.0329 Tw (views is given from the position of someone who is now in the workforce and where the )Tj 0 -1.2 TD .0178 Tw [(reader is presumed to be a student or recent graduate. )18.1(While audience design in advice )]TJ T* .0479 Tw (giving is important for how the advice is framed \(DeCapua & Dunham 1993\), we be-)Tj T* -.0055 Tw (lieve there is greater utility in thinking about this advice from the perspective of educa-)Tj T* -.0022 Tw (tors who can preemptively enact these suggestions, essentially intervening on behalf of )Tj T* .024 Tw (students to ensure more equitable access to any insights. Much of what is presented as )Tj T* -.0344 Tw [(advice for individuals is actually an ef)18.1(fect of systemic issues, which educators are better )]TJ T* .0259 Tw (positioned to address. For this reason, we discuss the advice given within the frame of )Tj T* .0115 Tw [(insights that educators can gain from it. )18.1(W)80.1(e)0( also acknowledge that the nature of advice )]TJ T* .077 Tw [(giving is culturally constructed \(Chentsova-Dutton & )18.1(V)110.8(aughn 2012\) and that specific )]TJ T* -.0117 Tw (advice in these interviews may be presented in a way that is not useful or is face-threat-)Tj T* .0771 Tw (ening for educators or students in specific sociocultural settings \(in the sense used in )Tj T* 0 Tw [(politeness theory)64.9(, e.g. Brown & Levinson 1987\). )]TJ /F1 1 Tf 1 -1.6 TD .0277 Tw [(Linguistics is broadl)54.9(y applicable)]TJ /TT2 1 Tf 14.948 0 TD 0 Tw (.)Tj /TT6 1 Tf .25 0 TD ( )Tj /TT2 1 Tf .2777 0 TD .0277 Tw (Eighteen of the participants encouraged read-)Tj -16.4757 -1.2 TD .0023 Tw (ers that linguistics is broadly applicable, making this the most common piece of advice )Tj T* .012 Tw [(of)18.1(fered. )18.1(This echoes our own ar)18.1(gument, drawn from both the literature and demonstra-)]TJ T* .0744 Tw (tion of the range of domain-specific and transferable skills in these interviews. Some )Tj T* 0 Tw (participants spoke of linguistics skills in general, as in the following quote: )Tj 8 0 0 8 76 436.0664 Tm -.034 Tw (As a linguist, you possess skills not everyone has and you are extremely marketable outside of academia. )Tj 0 -1.25 TD 0 Tw (\(Communications specialist; #45\))Tj /TT6 1 Tf 13.4981 0 TD ( )Tj /TT2 1 Tf 10 0 0 10 60 409.0664 Tm (Others spoke of the transferability of the skills: )Tj 8 0 0 8 76 394.0664 Tm .058 Tw [(There)55.2(s more than one way to use your linguistic skills and background. \(Freelance editor)40(, writer)40(, and )]TJ 0 -1.25 TD 0 Tw (trainer; #37\) )Tj 10 0 0 10 60 367.0664 Tm .0704 Tw [(However)40(, it is up to educators to help show how linguistics skills can be transferable )]TJ 0 -1.2 TD 0 Tw (skills: )Tj 8 0 0 8 76 340.0664 Tm .0024 Tw (I wish that it had been emphasized just how versatile and broadly applicable a degree in Linguistics can )Tj 0 -1.25 TD 0 Tw (be. \(Interpreter; #3\) )Tj 10 0 0 10 70 313.0664 Tm -.0233 Tw [(W)80.1(e)0( also note that some participants identified other key themes from the literature on )]TJ -1 -1.2 TD .0286 Tw [(employability)64.9(, with three acknowledging that you do not have to know what you want )]TJ T* .0244 Tw (to do in the rapidly changing career landscape, and two sharing the advice that careers )Tj T* .1338 Tw [(are not linear)40(, which can help reduce expectations that career trajectories should be )]TJ T* 0 Tw (clear from the start. )Tj /F1 1 Tf 1 -1.6 TD .0661 Tw [(Y)109.9(ou need more career discussion or planning.)]TJ /TT6 1 Tf 21.1515 0 TD 0 Tw ( )Tj /TT2 1 Tf .3161 0 TD .0661 Tw (Fourteen participants gave ad-)Tj -22.4676 -1.2 TD .1541 Tw [(vice around the need to plan, discuss, and consider careers actively)64.9(, indicating that )]TJ T* .0075 Tw [(while participants in the series are aware of the benefits of linguistics in employability)64.9(, )]TJ T* .0299 Tw (they share our concern that job skills and planning need to be made more overt within )Tj T* -.0137 Tw [(education. Some thought that more discussion of possible careers would be useful \(par)20.1(-)]TJ T* -.0017 Tw (ticipant 15\), while others wished that the transferability of skills had been made clearer )Tj T* 0 Tw (\(participant 3\): )Tj 8 0 0 8 76 162.0664 Tm .0431 Tw (It would have been great, if I had some advice on other possible pathways, where I could do more ap-)Tj 0 -1.25 TD .072 Tw (plied linguistic work. I am most likely unaware of all the possible options.)Tj /TT6 1 Tf 30.582 0 TD 0 Tw ( )Tj /TT2 1 Tf .3221 0 TD .0721 Tw (\(Educational development )Tj -30.904 -1.25 TD 0 Tw (lecturer; #15\) )Tj 0 -1.875 TD .022 Tw (I wish that it had been emphasized just how versatile and broadly applicable a degree in linguistics can )Tj 0 -1.25 TD 0 Tw [(be, and not just as a stepping stone for academia or an MA)55.2( program.)]TJ /TT6 1 Tf 27.2983 0 TD ( )Tj /TT2 1 Tf .25 0 TD (\(Interpreter; #3\) )Tj 10 0 0 10 60 100.0664 Tm .0651 Tw (For other participants, their advice was framed around just having any opportunity to )Tj 0 -1.2 TD 0 Tw (stop and take stock of career skills: )Tj 8 0 0 8 61.6424 682.4531 Tm [( COMMENT)80.1(AR)55.2(Y)-12.5( )]TJ 36.3498 0 TD ( e47)Tj ET Q endstream endobj 72 0 obj << /ProcSet [/PDF /Text] /Font 339 0 R /ExtGState 340 0 R >> endobj 73 0 obj << /Length 5662 >> stream q 1 i .000031 720 486 -720 re 243 360.12 m W n .12001 720.12 486 -720 re W n /GS2 gs BT /TT2 1 Tf 8 0 0 8 94 660.4531 Tm 0 0 0 1 k 0 Tc .0115 Tw [(I wish someone had told me that it was okay to take a few years of)18.1(f and really figure out what I wanted )]TJ 0 -1.25 TD -.0231 Tw (to do with my life. I fell into linguistics because I liked words and language and I thought it was interest-)Tj T* -.0189 Tw [(ing. But I didn)18.1(t consider the job prospects, and it wasn)18.1(t until I had graduated that I realized I wasn)18.1(t re-)]TJ T* .0202 Tw [(ally interested in )55.2(ANY)37.1( of the linguistics-related jobs that were out there. I wasn)18.1(t very good at thinking )]TJ T* .0485 Tw (more than a year or two into the future, and sometimes that type of foresight only comes when youre )Tj T* 0 Tw [(older)55.2(. \(Librarian; #24\) )]TJ 10 0 0 10 78 592.4531 Tm -.004 Tw (Some participants talked about wanting to be able to connect with their linguistics edu-)Tj 0 -1.2 TD 0 Tw (cators regarding discussions about careers: )Tj 8 0 0 8 94 564.4531 Tm -.0334 Tw (I wish someone within the field had sat me down and had a serious discussion about career prospects and )Tj 0 -1.25 TD -.0026 Tw [(what it would take to achieve them. I don)18.1(t mean the pep talk every first year [student] gets so they give )]TJ T* .0099 Tw [(their money to the university)64.9(. I mean a real, unbiased discussion with someone in the field. \(Apprentice )]TJ T* 0 Tw (mechanic; #16\))Tj /TT6 1 Tf 6.1919 0 TD ( )Tj /TT2 1 Tf 10 0 0 10 78 516.4531 Tm .0344 Tw (It is our hope that this paper provides more linguistics educators with the perspectives )Tj 0 -1.2 TD 0 Tw (and skills to have these conversations. )Tj 1 -1.2 TD .0666 Tw [(Several participants of)18.1(fered advice that active thinking about careers and employa-)]TJ -1 -1.2 TD 0 Tw (bility were something that could begin before tertiary education: )Tj 8 0 0 8 94 464.4531 Tm -.0293 Tw [(High school kids need to be assured that they can be bold with their choices at university)64.9(. )18(They don)18.1(t just )]TJ 0 -1.25 TD -.0036 Tw (have to pick the thing that sounds like it will give them the best chance of a job. \(Editor and copywriter; )Tj T* 0 Tw (#6\) )Tj 0 -1.875 TD -.0108 Tw (I mostly just wish I had known about linguistics in high school. \(Community outreach coordinator; #49\))Tj /TT6 1 Tf 41.5 0 TD 0 Tw ( )Tj /TT2 1 Tf 10 0 0 10 78 411.4531 Tm .0234 Tw [(While this is framed as reflections on participants)74.2( own experience and advice for cur)20.1(-)]TJ 0 -1.2 TD .0076 Tw (rent students, it is educators who are best placed to act. It suggests that providing path-)Tj T* .0516 Tw (ways into linguistics for high schoolers has merit, as does providing the same kind of )Tj T* .0873 Tw [(career thinking and support for existing programs such as )18(VCE English Language in )]TJ T* -.0144 Tw [(V)60.1(ictoria, )55.2(Australia, or the current planning for )55.2(Advanced Placement \(AP\) Linguistics in )]TJ T* 0 Tw (the US. )Tj /F1 1 Tf 1 -1.7 TD .004 Tw [(T)34.9(ry different things. )]TJ /TT2 1 Tf 9.9221 0 TD [(The advice to try dif)18.1(ferent things refers to a number of con-)]TJ -10.9221 -1.2 TD .0079 Tw (texts, including in study \(participant 18\), language learning \(participant 35\), and trying )Tj T* 0 Tw [(dif)18.1(ferent jobs while still studying \(participant 29\): )]TJ 8 0 0 8 94 295.4531 Tm .0739 Tw (Use some of your interest to do research early \(high school and freshman year early\); explore related )Tj 0 -1.25 TD .0017 Tw [(fields, even if you don)18.1(t think youre good at them, sign up for computer classes, and make connections )]TJ T* .0728 Tw [(between your passion and potential applications. \(Senior content project manager at )18.1(T)35.2(ransparent Lan-)]TJ T* 0 Tw (guage; #18\) )Tj 0 -1.875 TD .0046 Tw [(Y)100.1(es. Everything you do counts in some way)64.9(. Every language you study will benefit you. )18(This is coming )]TJ 0 -1.25 TD .0294 Tw [(from a person who studied 9 languages but uses only 3 professionally)64.9(. \(T)35.1(ranslator and business owner; )]TJ T* 0 Tw (#35\) )Tj 0 -1.875 TD -.0342 Tw [(There are a ton of jobs available for students that will let you learn dif)18.1(ferent skills and get a sense of what )]TJ 0 -1.25 TD 0 Tw (you want to do with your time later on. \(Think tank researcher; #29\))Tj /TT6 1 Tf 27.2978 0 TD ( )Tj /TT2 1 Tf 10 0 0 10 78 188.4531 Tm .028 Tw (Educators can use this advice in helping individual students plan their education, or in )Tj 0 -1.2 TD .056 Tw (helping a class see the benefit of interdisciplinary perspectives, or in introducing new )Tj T* 0 Tw (skills or software. )Tj /F1 1 Tf 1 -1.7 TD .0071 Tw [(Do wha)34.9(t y)17.8(ou lo)14.9(ve. )]TJ /TT2 1 Tf 8.7688 0 TD (Some participants discussed the theme of doing what you love )Tj -9.7688 -1.2 TD 0 Tw (with regard to study: )Tj 8 0 0 8 94 120.4532 Tm (Study the things youre interested in; youll have a better time. \(Museum curator; #28\))Tj /TT6 1 Tf 34.6025 0 TD ( )Tj /TT2 1 Tf 10 0 0 10 78 103.4532 Tm -.0367 Tw (Others discussed doing what they loved with regard to careers, without necessarily link-)Tj 0 -1.2 TD 0 Tw (ing it back to education: )Tj 8 0 0 8 94 75.9531 Tm -.0107 Tw [(Love your work, whatever it is. )18.1(That way fulfillment lies. If you do, earning enough money can and will )]TJ 0 -1.25 TD 0 Tw [(follow)64.9(, despite your worst fears. \(Freelance editor)40(, writer)40(, and trainer; #37\))]TJ /TT6 1 Tf 29.8999 0 TD ( )Tj /TT2 1 Tf -31.8999 77.0626 TD [(e48)-114.5( LANGUAGE, )43.1(VOLUME )25(99, )25(NUMBER )25(1 )25(\(2023\))]TJ ET Q endstream endobj 74 0 obj << /ProcSet [/PDF /Text] /Font 341 0 R /ExtGState 342 0 R >> endobj 75 0 obj << /Length 5723 >> stream q 1 i 0 720 486 -720 re 243 360.12 m W n .12001 720.12 486 -720 re W n /GS2 gs BT /TT2 1 Tf 10 0 0 10 60 659.0664 Tm 0 0 0 1 k 0 Tc .0499 Tw (Participant 24 presented a more nuanced reflection on loving what you do not only at )Tj 0 -1.2 TD 0 Tw (university but also in potential jobs: )Tj 8 0 0 8 76 632.0664 Tm .0706 Tw (So sure, study something that you love in university \(this is the advice everyone gave me\). But study )Tj 0 -1.25 TD .0358 Tw (something that will also lead you to a life youll love in the future \(this is the advice I wish I had been )Tj T* 0 Tw (given\). \(Librarian; #24\))Tj /TT6 1 Tf 9.4687 0 TD ( )Tj /TT2 1 Tf 10 0 0 10 60 595.0664 Tm .1411 Tw (This also links to the theme that more overt discussion and reflection on careers is )Tj 0 -1.2 TD .0133 Tw (needed. Career satisfaction is complex and is motivated by a variety of factors, includ-)Tj T* .0349 Tw (ing personality \(Lounsbury et al. 2003, Joo & Ready 2012\) and remuneration \(Beutell )Tj T* .0189 Tw [(& )18.1(W)40(ittig-Berman 1999\). Satisfaction with study likewise is determined by a variety of )]TJ T* .092 Tw (factors, including quality of teaching, institutional support, cost and perceived value, )Tj T* -.026 Tw [(and successfully finding employment \(Alves & Raposo 2007\). )18.1(This was a self-selecting )]TJ T* .0578 Tw (cohort of participants, with the consequence that linking linguistics to a love of study )Tj T* .0466 Tw [(and careers is to be expected. )18.1(W)80.1(e)0( return to the value of creating a love for linguistics, )]TJ T* 0 Tw (and the workplace benefits, in the discussion \(6\). )Tj /F1 1 Tf 1 -1.6 TD -.0359 Tw (Make the most of opportunities. )Tj /TT2 1 Tf 14.7115 0 TD (In this section we discuss the advice to make the )Tj -15.7115 -1.2 TD .0457 Tw (most of opportunities \(mentioned by ten participants\) alongside the other two remain-)Tj T* .035 Tw (ing themes: networking is useful \(five participants\) and people around you matter \(six )Tj T* .0367 Tw [(participants\). )18.1(W)80.1(e)0( discuss these three together because they all relate to the importance )]TJ T* .0364 Tw [(of actively for)18.1(ging a career)40(, and often require skills that are beyond the usual domain-)]TJ T* 0 Tw (specific or transferable skills of a linguistics education. )Tj 1 -1.2 TD .0985 Tw (Making the most of opportunities can relate to those that are available to students )Tj -1 -1.2 TD .0537 Tw (\(participant 26\), those that occur by having access to research academic opportunities )Tj T* 0 Tw (\(participant 23\), and workplace opportunities specifically \(participant 44\): )Tj 8 0 0 8 76 372.0664 Tm .0471 Tw [(It)55.2(s really important to seek out and take advantage of opportunities for students like summer research )]TJ 0 -1.25 TD .0576 Tw [(programs, internships, or volunteering with or)18.1(ganizations like RNLD here in Melbourne. Get to know )]TJ T* .0661 Tw (your lecturers and tutors and ask them what you can get involved in. \(Linguistic project manager at a )Tj T* 0 Tw (language tech company; #26\) )Tj 0 -1.875 TD -.0285 Tw (As your professors have all done research in their careers, ask them how they found funding and take ad-)Tj 0 -1.25 TD 0 Tw (vantage of these resources as often as possible. \(Study abroad facilitator; #21\) )Tj 0 -1.875 TD -.014 Tw [(I interned at a small start-up for two summers, and that)55.2(s where I began learning that how you talk about )]TJ 0 -1.25 TD .0226 Tw (your trade and your ideas to non-expert colleagues is at least as important as what your ideas are in the )Tj T* 0 Tw (first place. \(Learning scientist; #44\))Tj /TT6 1 Tf 14.3008 0 TD ( )Tj /TT2 1 Tf 10 0 0 10 60 265.0665 Tm .0005 Tw (Encouraging students to participate in the opportunities available to them can therefore )Tj 0 -1.2 TD .0555 Tw [(be framed in terms of the potential value to their careers. )18.1(There are some elements of )]TJ T* -.0036 Tw (the advice around opportunities that are harder for educators to directly convey: for ex-)Tj T* .0984 Tw (ample, the idea that one should value the people around you and how that relates to )Tj T* -.0077 Tw (making the most of your networks and context, whether that is in recognizing the value )Tj T* .0658 Tw (of the advice coming from those in your network \(participant 12\) or their passion for )Tj T* 0 Tw (their own work \(participant 2\): )Tj 8 0 0 8 76 178.0665 Tm -.0328 Tw (Ive always been lucky that I have had very wise people around me who have always given me very wise )Tj 0 -1.25 TD 0 Tw (advice. \(Speech pathologist; #12\) )Tj 0 -1.875 TD .018 Tw (I changed my majors a number of times until I found a discipline that not only sparked my interest, but )Tj 0 -1.25 TD 0 Tw (was taught by an engaging and passionate department. \(Journalist; #2\) )Tj /TT6 1 Tf 28.354 0 TD ( )Tj /TT2 1 Tf 10 0 0 10 60 126.0664 Tm -.0107 Tw (This thread of advice serves as a reminder that the way we teach and discuss linguistics )Tj 0 -1.2 TD .0718 Tw [(and careers with our students is seen as having a direct material benefit. )18(W)80.1(e)0( can also )]TJ T* .1541 Tw [( )404.1(encourage our students to actively build their networks as they start the process of )]TJ T* .0329 Tw (thinking about careers. Five participants overtly gave advice about the benefits of net-)Tj T* .0243 Tw [(working. )18.1(The example quotes from participants 1)37.1(1)0( and 22 allude to the fact that this is )]TJ T* 0 Tw (something that potential job hunters might find intimidating: )Tj 8 0 0 8 61.6424 682.4531 Tm [( COMMENT)80.1(AR)55.2(Y)-12.5( )]TJ 36.3498 0 TD ( e49)Tj ET Q endstream endobj 76 0 obj << /ProcSet [/PDF /Text] /Font 343 0 R /ExtGState 344 0 R >> endobj 77 0 obj << /Length 5826 >> stream q 1 i .000031 720 486 -720 re 243 360.12 m W n .12001 720.12 486 -720 re W n /GS2 gs BT /TT2 1 Tf 8 0 0 8 94 660.4531 Tm 0 0 0 1 k 0 Tc .003 Tw [(Don)18.1(t be afraid to reach out to people you admire or look up to academically/professionally)64.9(. )18(They don)18.1(t )]TJ 0 -1.25 TD 0 Tw [(bite \(hard\). \(Computational linguist; #1)37.1(1\) )]TJ 0 -1.875 TD .0241 Tw [(Networking is so important. It)55.2(s intimidating and can feel icky)64.9(, but it)55.2(s a necessary thing to learn to do. )]TJ 0 -1.25 TD 0 Tw (\(User experience \(UX\) researcher; #22\))Tj /TT6 1 Tf 15.8799 0 TD ( )Tj /TT2 1 Tf 10 0 0 10 88 608.4531 Tm -.019 Tw (In 6.2 we provide a link to resources that includes networking activities for students )Tj -1 -1.2 TD 0 Tw (to give educators structured support to incorporate more opportunities for students. )Tj /TT4 1 Tf 1 -1.8 TD (6.)Tj /TT2 1 Tf .75 0 TD ( )Tj /F1 1 Tf .2458 0 TD [(Discussion)34.9(.)]TJ /TT2 1 Tf 4.9381 0 TD -.0042 Tw [( )18.1(The five questions used in our interviews prompted a range of reflec-)]TJ -6.9338 -1.2 TD .0633 Tw (tions on opportunities and experience from participants. In this discussion we expand )Tj T* .0418 Tw (on three topics that can help students and educators in the discipline of linguistics use )Tj T* -.0156 Tw [(these insights to think more critically about the role of linguistics in students)74.2( education )]TJ T* .1063 Tw [(and employability)64.9(. )18.1(The first is to acknowledge the evidence that linguistics provides )]TJ T* .0173 Tw [(transferable skills that can be of benefit to a range of careers \(6.1\). )18.1(The second is that )]TJ T* .04 Tw [(we need to build more opportunities to discuss skills and careers into students)74.2( educa-)]TJ T* .0004 Tw (tional experience \(6.2\). In this section we provide resources and suggest actions to fa-)Tj T* .0248 Tw [(cilitate these discussions. )18.1(The final topic of our discussion takes into consideration the )]TJ T* .0159 Tw [(lar)18.1(ger employment context, and a need to actively promote more awareness of linguis-)]TJ T* 0 Tw [(tics, and the valuable general skills it of)18.1(fers, to potential employers \(6.3\). )]TJ /TT4 1 Tf 1 -1.6 TD (6.1.)Tj /F1 1 Tf 1.5 0 TD .1301 Tw [( Linguistics educa)34.9(tion pro)14.9(vides transferable skills. )]TJ /TT2 1 Tf 24.5969 0 TD (Participants with a )Tj -27.0969 -1.2 TD .0042 Tw (range of jobs and at various career stages all reported the value of their linguistics edu-)Tj T* .0168 Tw [(cation and the skills it had given them. )18(While interview participants were a self-select-)]TJ T* .1647 Tw (ing group, the breadth of occupations for which linguistic skills are reported to be )Tj T* -.0053 Tw (useful can be used to demonstrate the value of linguistics to current students, as well as )Tj T* -.0117 Tw (to potential students and employers. Not only have we illustrated that people bring up a )Tj T* .0866 Tw (range of domain-specific and transferable skills when discussing careers and linguis-)Tj T* -.0044 Tw (tics, but many interviewees were also able to link their domain-specific linguistic skills )Tj T* 0 Tw (to the transferable skills they use in the workplace. )Tj 1 -1.2 TD .1971 Tw (The synthesis of these interviews also allows linguistics departments to make a )Tj -1 -1.2 TD .039 Tw (strong case for ongoing institutional support and maintenance, as linguistics programs )Tj T* .0572 Tw [(provide the kind of job ready)74.2( skills employers are looking for)55.2(. Linguistics programs )]TJ T* .02 Tw [(do not have to do this advocacy work entirely on their own. )55.2(Although these interviews )]TJ T* .0414 Tw [(were specifically about linguistics, there is an indication that participants)74.2( experiences )]TJ T* -.0114 Tw [(echo the general literature on the benefits of a liberal arts education more generally)64.9(. )18.1(W)80.1(e).1( )]TJ T* .0105 Tw (also hope that these interviews can help linguistics graduates translate the domain-spe-)Tj T* .0795 Tw (cific skills they have acquired into the transferable skills language of the job market. )Tj T* -.0261 Tw (This brings us to our second discussion point: the role of institutions in helping students )Tj T* 0 Tw (think about work. )Tj /TT4 1 Tf 1 -1.6 TD (6.2.)Tj /F1 1 Tf 1.5 0 TD .0964 Tw [( )17.8(T)34.9(raining students to think about jobs. )]TJ /TT2 1 Tf 18.792 0 TD (As these interviews demonstrate, )Tj -21.292 -1.2 TD .0164 Tw (participants took the skills they gained from their linguistics education and have found )Tj T* .0176 Tw [(a variety of ways to apply them, directly or indirectly)64.9(, in the workplace. In this section )]TJ T* -.0252 Tw (we provide some practical methods for professors and linguistics programs to help their )Tj T* -.0343 Tw [(students build these links. )18.1(T)69.8(eaching students to think about the work-relevant skills they )]TJ T* -.0353 Tw [(are acquiring in their degree can have a positive ef)18.1(fect on their likelihood of finding em-)]TJ T* .0698 Tw (ployment after graduating \(Grosemans & De Cuyper 2021\), which is a desirable out-)Tj T* 0 Tw (come, for both individuals and institutions. )Tj 1 -1.2 TD -.0071 Tw [(W)80.1(e)0( need to heed )18.1(T)35.2(ref)18.1(fers-Daller and Sakel)55.2(s \(2010:18, 24\) call to give students more )]TJ -1 -1.2 TD .0167 Tw (information about possible career paths and explanation of the general skills they have )Tj T* .0366 Tw (acquired. Some textbooks have begun to address the need to connect linguistics to ca-)Tj T* -.0326 Tw (reer skills, including the introductory-level textbook )Tj /TT6 1 Tf 20.9384 0 TD (For the love of language)Tj /TT2 1 Tf 9.7565 0 TD [( \(Burridge )]TJ 8 0 0 8 78 682.4537 Tm 0 Tw [(e50)-114.5( LANGUAGE, )43.1(VOLUME )25(99, )25(NUMBER )25(1 )25(\(2023\))]TJ ET Q endstream endobj 78 0 obj << /ProcSet [/PDF /Text] /Font 345 0 R /ExtGState 346 0 R >> endobj 79 0 obj << /Length 5846 >> stream q 1 i 0 720 486 -720 re 243 360.12 m W n .12001 720.12 486 -720 re W n /GS2 gs BT /TT2 1 Tf 10 0 0 10 60 659.0664 Tm 0 0 0 1 k 0 Tc .0067 Tw (& Stebbins 2019\), which has a whole chapter on linguistics and careers that introduces )Tj 0 -1.2 TD .028 Tw (students to a variety of careers for which linguistics has proven useful. )Tj /TT6 1 Tf 28.8008 0 TD (Employing lin-)Tj -28.8008 -1.2 TD 0 Tw (guistics )Tj /TT2 1 Tf 3.3991 0 TD .0934 Tw [(\(T)35.2(rester 2022\) is full of interviews and practical activities to help linguistics )]TJ -3.3991 -1.2 TD -.0322 Tw (graduates think about their skills in relation to potential career options. Many individual )Tj T* .0076 Tw (professors and educators also do this work either in classrooms or in an ad hoc manner )Tj T* .0238 Tw [(supporting individual students. )18.1(This work is additionally being done through networks )]TJ T* .0551 Tw [(and member or)18.1(ganizations, which helps reduce the burden on individual educators by )]TJ T* -.0354 Tw [(providing them with resources and support. )18.1(The Linguistic Society of )55.2(America hosts the )]TJ T* .0973 Tw [(Linguistics Beyond )55.2(Academia special interest group,)]TJ 7 0 0 7 275.925 566.3665 Tm 0 Tw (5)Tj 10 0 0 10 279.425 563.0665 Tm .0973 Tw [( which provides resources, net-)]TJ -21.9425 -1.2 TD .0983 Tw (working, and workshops, and the UpSkills project in Europe aims to help bridge re-)Tj T* 0 Tw (search skills and industry jobs, while providing resources to linguistics educators.)Tj 7 0 0 7 386.6113 542.3665 Tm (6)Tj 10 0 0 10 390.1113 539.0664 Tm ( )Tj -32.0111 -1.2 TD .0559 Tw (Professors can help their students think about the relationship between their educa-)Tj -1 -1.2 TD -.0089 Tw [(tion and careers in many ways. Below)64.9(, we share three means of integrating the findings )]TJ T* .0524 Tw [(from this paper into the classroom, from lowest amount of ef)18.1(fort to greatest. )18(The first )]TJ T* .0224 Tw (author has developed a resource set that includes slides and material that can be incor-)Tj T* .0777 Tw (porated into lectures, the classroom, department workshops, and student self-directed )Tj T* .02 Tw (activities to help students draw connections between their current classroom education )Tj T* 0 Tw (and potential future careers \(Gawne & McCulloch 2021\). )Tj 1 -1.2 TD -.0338 Tw [(The first action is to help students translate the domain-specific skills they are acquir)20(-)]TJ -1 -1.2 TD .0025 Tw (ing into transferable skills by drawing more attention to these transferable skills during )Tj T* -.0039 Tw (teaching. Our summary of some of the main transferable skills, and quotes from partic-)Tj T* -.0188 Tw [(ipants regarding their utility)64.9(, can be incorporated into a program overview in the first or )]TJ T* 0 Tw (final week of the program, or integrated across the program. )Tj 1 -1.2 TD .018 Tw (The second action is to use the published job interviews to include discussion of ca-)Tj -1 -1.2 TD -.0108 Tw (reers and skills in a program within the linguistics major to explore the range of careers )Tj T* .0724 Tw (and skills for which linguistics can be useful. In the resource kit we provide a lesson )Tj T* -.0121 Tw [(outline developed by Jor)18.1(ge E. Ross that he uses with his under)18.1(graduate linguistics stu-)]TJ T* .1239 Tw [(dents. Students work individually or in small groups, selecting one of the job inter)20.1(-)]TJ T* .0312 Tw [(views. )18.1(They then answer some tar)18.1(geted questions about the interviewee, their job, and )]TJ T* .0028 Tw (the relevance of linguistics, and all share what they learned in classroom presentations. )Tj T* .071 Tw (This allows students to start seeing how discipline-specific and transferable skills are )Tj T* .0076 Tw [(relevant to various careers in linguistics. )18(This activity can be tailored to the class level, )]TJ T* .0201 Tw (with a simple content analysis for first-year students, or an analysis in the relevant lin-)Tj T* -.0278 Tw (guistic methods in subsequent years. Since this collection of interviews is published on-)Tj T* .1073 Tw (line, it can also be used as a text for discourse analysis, corpus linguistics, systemic )Tj T* -.0348 Tw (functional linguistics, or any other program that uses texts, providing students with both )Tj T* 0 Tw (an analytical opportunity and a chance to consider careers. )Tj 1 -1.2 TD .0521 Tw (The third action is to give students a chance to expand upon the interview series in )Tj -1 -1.2 TD -.0142 Tw [(their own exploration of jobs and careers. )18.1(The resource set outlines the basics of setting )]TJ T* -.032 Tw (up informational interviews, which are essentially a less structured version of the online )Tj T* -.0296 Tw [(interview collection. )18.1(T)69.8(apping into the university)55.2(s alumni network can help students de-)]TJ T* -.0073 Tw [(velop their own picture of careers and local employability expectations. )18.1(These skills go )]TJ T* -.0021 Tw (beyond the domain-specific and general job skills discussed and touch on important el-)Tj T* .144 Tw (ements of the job-seeking experience that students often are not taught about, even )Tj T* .0191 Tw [(though they can account for half of all job opportunities \(Asher 2010, )18.1(T)69.8(opa 201)37.1(1\), and )]TJ T* 0 Tw [(over 80% in some contexts \(T)69.8(opa 2019\). )]TJ 8 0 0 8 61.6424 682.4531 Tm [( COMMENT)80.1(AR)55.2(Y)-12.5( )]TJ 36.3498 0 TD ( e51)Tj 5.6 0 0 5.6 68 91.5218 Tm (5)Tj 8 0 0 8 70.8 88.8817 Tm [( See https://www)64.9(.linguisticsociety)64.9(.or)18.1(g/content/linguistics-beyond-academia. )]TJ 5.6 0 0 5.6 68 81.5218 Tm (6)Tj 8 0 0 8 70.8 78.8818 Tm [( See https://upskillsproject.eu/events/1st-multiplier)20(-event/. )]TJ ET Q endstream endobj 80 0 obj << /A 347 0 R /Type /Annot /Subtype /Link /Rect [85.551 88.082 312.588 96.082] /Border [0 0 0] /H /N >> endobj 81 0 obj << /A 348 0 R /Type /Annot /Subtype /Link /Rect [85.551 78.082 256.518 86.082] /Border [0 0 0] /H /N >> endobj 82 0 obj << /ProcSet [/PDF /Text] /Font 349 0 R /ExtGState 350 0 R >> endobj 83 0 obj << /Length 5390 >> stream q 1 i .000031 720 486 -720 re 243 360.12 m W n .12001 720.12 486 -720 re W n /GS2 gs BT /TT2 1 Tf 10 0 0 10 88 659.0664 Tm 0 0 0 1 k 0 Tc -.0116 Tw [(W)80.1(e)0( hope that in providing a ready-made set of interviews and activities we can make )]TJ -1 -1.2 TD .109 Tw (it easier for linguistics educators to include more discussion of linguistics careers in )Tj T* 0 Tw (their classroom. )Tj /TT4 1 Tf 1 -1.6 TD (6.3.)Tj /F1 1 Tf 1.5 0 TD .1645 Tw [( F)14.9(ostering an enthusiasm for linguistics. )]TJ /TT2 1 Tf 19.8369 0 TD (Linguistics programs can also )Tj -22.3369 -1.2 TD .0104 Tw (help people connect their linguistics training to careers simply by fostering enthusiasm )Tj T* .0765 Tw [(for the discipline. )55.1(As many of the participants noted, they studied linguistics because )]TJ T* -.0273 Tw (they enjoyed it, and then made the connections between what they had learned and their )Tj T* .0218 Tw [(current workplace situation. )18(Therefore, alongside overtly teaching our students to con-)]TJ T* .0049 Tw (nect the linguistics curriculum with the transferable skills it develops, we can addition-)Tj T* -.0057 Tw (ally help students with their future career by instilling an enthusiasm for the analysis of )Tj T* -.0031 Tw (language. It has long been the case that the vast majority of people who come into con-)Tj T* .0231 Tw [(tact with linguistics at the under)18.1(graduate, and even graduate, level will not continue to )]TJ T* .1216 Tw (jobs that involve direct vocational application of linguistic methods or technical ap-)Tj T* .0551 Tw [(proaches \(Linguistic Society of )55.2(America 2021 for US data\). )18.1(These interviews demon-)]TJ T* .0539 Tw (strate that it is our job to impart enthusiasm for the fact that linguistics applies to any )Tj T* .0596 Tw (domain that uses languages, and that this constitutes a wide range of industries in the )Tj T* 0 Tw [(knowledge-worker economy)64.9(. )]TJ 1 -1.2 TD -.0108 Tw [(W)80.1(e)0( have a variety of excellent tools at our disposal to achieve these aims. )18.1(The first is )]TJ -1 -1.2 TD .0962 Tw (that linguistics lends itself well to inquiry-based learning using data and experiences )Tj T* .0323 Tw [(from the real world. )18(The second is that, more than ever)40(, linguists are sharing excellent )]TJ T* .2062 Tw (teaching materials and pedagogical approaches, including those that draw on con-)Tj T* .1797 Tw (structed languages \(Punske et al. 2020\) and public engagement \(Price & McIntyre )Tj T* .0464 Tw [(2023\). )18.1(The third is that there is now an ecosystem of public linguistic communication )]TJ T* .0551 Tw [(that helps students connect their classroom content to lar)18.1(ger social themes and allows )]TJ T* .0854 Tw (graduates to maintain a link with linguistics even when they move into working in a )Tj T* 0 Tw (wide range of industries. )Tj 1 -1.2 TD .0001 Tw (Public understanding of linguistics is also advantageous in helping to educate poten-)Tj -1 -1.2 TD .1667 Tw [(tial employers on the benefits of hiring employees with linguistics training. )55.2(As we )]TJ T* -.03 Tw (touched on in the background section, employability is also a demand-side issue. Public )Tj T* -.0202 Tw (communication work that provides greater positive visibility for linguistics is one small )Tj T* -.0126 Tw (way we can influence the demand side of employability while working with students to )Tj T* 0 Tw (help them explain the value of their education. )Tj /TT4 1 Tf 1 -1.8 TD (7.)Tj /TT2 1 Tf .75 0 TD ( )Tj /F1 1 Tf .2148 0 TD [(Conclusion)34.9(.)]TJ /TT2 1 Tf 5.4941 0 TD -.0352 Tw [( )18.1(This paper has summarized the existing literature and the experience )]TJ -7.4589 -1.2 TD .0602 Tw (of various linguistics graduates in order to provide a high-level overview of the labor )Tj T* .0373 Tw [(market and the skills people bring to their careers. )18.1(This set of interviews has provided )]TJ T* -.0181 Tw (some of the clearest publicly available data on the wide range of jobs for which linguis-)Tj T* -.0121 Tw [(tics is relevant. Regardless of whether they briefly studied linguistics in an under)18.1(gradu-)]TJ T* .1811 Tw (ate degree or completed a Ph.D. in the discipline, all interviewees connected their )Tj T* -.0019 Tw (linguistics education to their current employment. For some, this was in the form of di-)Tj T* -.0234 Tw [(rect vocational relevance, but for many)64.9(, linguistics provided general, transferable skills. )]TJ T* .0161 Tw (Given that this is a self-selecting group of interview participants, it is not necessarily a )Tj T* .0048 Tw (substantive finding that they all make a link between linguistics and their employment, )Tj T* -.0322 Tw (but it is noteworthy that they come from a broad range of jobs in a variety of sectors and )Tj T* -.027 Tw [(economies and are reflecting on various career stages. )55.2(Although these are not generaliz-)]TJ T* -.0134 Tw (able findings, they do indicate that linguistics has value for employability for many dif-)Tj T* 0 Tw (ferent careers. )Tj 1 -1.2 TD .0963 Tw (Participants talked about their own training and careers and made many insightful )Tj -1 -1.2 TD .0096 Tw (observations about their experiences. One limitation of the interview design was that it )Tj 8 0 0 8 78 682.4537 Tm 0 Tw [(e52)-114.5( LANGUAGE, )43.1(VOLUME )25(99, )25(NUMBER )25(1 )25(\(2023\))]TJ ET Q endstream endobj 84 0 obj << /ProcSet [/PDF /Text] /Font 351 0 R /ExtGState 352 0 R >> endobj 85 0 obj << /Length 5555 >> stream q 1 i 0 720 486 -720 re 243 360.12 m W n .12001 720.12 486 -720 re W n /GS2 gs BT /TT2 1 Tf 10 0 0 10 60 659.0664 Tm 0 0 0 1 k 0 Tc .0027 Tw (did not explicitly ask participants about their transition from education to employment. )Tj 0 -1.2 TD -.0175 Tw (Given the importance of this transition, the )Tj /TT6 1 Tf 17.3178 0 TD 0 Tw (Superlinguo)Tj /TT2 1 Tf 4.8887 0 TD -.0175 Tw [( standard interview question set )]TJ -22.2065 -1.2 TD .0301 Tw (has been updated with an additional question \(now number 4\), which asks, What was )Tj T* .059 Tw [(the transition from study to work like for you? \(What was the biggest surprise? )18(What )]TJ T* .0593 Tw [(did you have to change about your approach to things?\). )18.1(This will hopefully provide )]TJ T* .0153 Tw (additional insights into how participants navigated the change to employment and illu-)Tj T* -.0175 Tw [(minate more of the kinds of job-seeking and workplace skills we could be teaching cur)20.2(-)]TJ T* 0 Tw (rent students. )Tj 1 -1.2 TD -.0302 Tw [(The self-reporting in these interviews has a number of limitations. )18.1(The first is that the )]TJ -1 -1.2 TD -.0201 Tw (interviews were not conducted with the intention of using them as a corpus, so there are )Tj T* .0753 Tw [(some gaps in self-reported information. )18.1(While the exploratory method was useful for )]TJ T* .014 Tw (gaining insight into some key employability features, a survey method could provide a )Tj T* .0257 Tw (structured approach that would allow for more systematic, quantifiable, and generaliz-)Tj T* .0094 Tw [(able observations about linguistics and employment. )18(The themes from this paper could )]TJ T* .0007 Tw [(help form the basis of such a survey)64.9(, with consideration of the fact that some skills that )]TJ T* .0162 Tw (are known to be part of employability were not reported by this group of interviewees. )Tj T* .0487 Tw [(A)55.2( survey would allow for comparison with students from other liberal arts disciplines )]TJ T* .0995 Tw (and could be presented in a way that primes participants less. Such an approach has )Tj T* -.0017 Tw (challenges as well, including defining a cohort and following up once they have gradu-)Tj T* .1164 Tw [(ated. Employability is a career)20(-long element of the modern economy)64.9(, which a time )]TJ T* 0 Tw [(slice)74.2( survey may not capture. )]TJ 1 -1.2 TD .0108 Tw [(Of course, studying linguistics is about much more than just employability)64.9(. Linguis-)]TJ -1 -1.2 TD .0817 Tw [(tics can also be studied for enjoyment, for skills needed in one)55.2(s personal life, or for )]TJ T* .1235 Tw [(community language maintenance. )18(W)80.1(e)0( also acknowledge that there are a far greater )]TJ T* .0696 Tw (number of people studying linguistics who would like to go on to careers in research )Tj T* -.0048 Tw (\(and would be excellent at such a career\) for whom this pathway is not available due to )Tj T* .0464 Tw (the paucity of academic funding. Being honest with students and illustrating the ways )Tj T* .0263 Tw (that linguistics can connect to a variety of occupations allows them to see the range of )Tj T* .1642 Tw (options available. Students should not be panicked into studying programs that are )Tj T* -.0203 Tw (more transparently vocational; instead we can do better at showing the vocational value )Tj T* 0 Tw (of the transferable skills that linguistics provides. )Tj 1 -1.2 TD .0928 Tw [( )18(T)69.8(o)0( be clear)40(, we are not advocating that professors of linguistics move away from )]TJ -1 -1.2 TD .1008 Tw (teaching discipline-specific skills, but rather that we better articulate the transferable )Tj T* .0643 Tw (skills that are gained within a linguistics program. Like Star and Hammer \(2008\), we )Tj T* -.0329 Tw (believe that articulation of general skill acquisition does not have to be at the expense of )Tj T* .0336 Tw (the development of discipline-specific skills. 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DOI: 10.1080/03075079.201)37.1(1.604408. )]TJ 8 0 0 8 59.6938 271.369 Tm [(Department of Languages and Cultures)-211.2( [Received 20 June 2021; )]TJ 0 -1.25 TD [(La )18.1(T)35.2(robe University)-174.8( revision invited 25 September 2021; )]TJ T* [(Bundoora 3086, )55.2(Australia)-231.5( revision received 26 February 2022; )]TJ T* [([l.gawne@latrobe.edu.au])-147( revision invited 23 May 2022; )]TJ T* [([anuja.cabraal@gmail.com])-148( revision received 15 )55.2(August 2022; )]TJ 2.2857 -1.25 TD [( accepted pending revisions 29 )55.2(Aug)]TJ 37.4966 0 TD (ust 2022; )Tj -37.4966 -1.25 TD [( revision received 29 )55.2(August 2022;)]TJ 37.2197 0 TD ( )Tj -37.2197 -1.25 TD [( accepted 30 )55.2(August 2022])]TJ -2.0422 60.1355 TD [( COMMENT)80.1(AR)55.2(Y)-12.5( )]TJ 36.3498 0 TD ( e57)Tj ET Q endstream endobj 284 0 obj << /A 551 0 R /Type /Annot /Subtype /Link /Rect [127.205 628.419 408.952 637.919] /Border [0 0 0] /H /N >> endobj 285 0 obj << /A 552 0 R /Type /Annot /Subtype /Link /Rect [407.052 628.419 408.952 637.919] /Border [0 0 0] /H /N >> endobj 286 0 obj << /A 553 0 R /Type /Annot /Subtype /Link /Rect [76.744 618.419 153.294 627.919] /Border [0 0 0] /H /N >> endobj 287 0 obj << /A 554 0 R /Type /Annot /Subtype /Link /Rect [279.966 608.419 408.952 617.919] /Border [0 0 0] /H /N >> endobj 288 0 obj << /A 555 0 R /Type /Annot /Subtype /Link /Rect [407.052 608.419 408.952 617.919] /Border [0 0 0] /H /N >> endobj 289 0 obj << /A 556 0 R /Type /Annot /Subtype /Link /Rect [76.744 598.419 258.555 607.919] /Border [0 0 0] /H /N >> endobj 290 0 obj << /A 557 0 R /Type /Annot /Subtype /Link /Rect [376.529 578.419 408.952 587.919] /Border [0 0 0] /H /N >> endobj 291 0 obj << /A 558 0 R /Type /Annot /Subtype /Link /Rect [407.052 578.419 408.952 587.919] /Border [0 0 0] /H /N >> endobj 292 0 obj << /A 559 0 R /Type /Annot /Subtype /Link /Rect [76.744 568.419 152.705 577.919] /Border [0 0 0] /H /N >> endobj 293 0 obj << /A 560 0 R /Type /Annot /Subtype /Link /Rect [335.537 538.419 408.952 547.919] /Border [0 0 0] /H /N >> endobj 294 0 obj << /A 561 0 R /Type /Annot /Subtype /Link /Rect [407.052 538.419 408.952 547.919] /Border [0 0 0] /H /N >> endobj 295 0 obj << /A 562 0 R /Type /Annot /Subtype /Link /Rect [76.744 528.419 135.644 537.919] /Border [0 0 0] /H /N >> endobj 296 0 obj << /A 563 0 R /Type /Annot /Subtype /Link /Rect [154.845 458.419 271.01 467.919] /Border [0 0 0] /H /N >> endobj 297 0 obj << /A 564 0 R /Type /Annot /Subtype /Link /Rect [159.595 428.419 290.01 437.919] /Border [0 0 0] /H /N >> endobj 298 0 obj << /A 565 0 R /Type /Annot /Subtype /Link /Rect [207.077 378.419 293.141 387.919] /Border [0 0 0] /H /N >> endobj 299 0 obj << /A 566 0 R /Type /Annot /Subtype /Link /Rect [76.744 338.419 298.586 347.919] /Border [0 0 0] /H /N >> endobj 300 0 obj << /A 567 0 R /Type /Annot /Subtype /Link /Rect [154.845 288.419 280.157 297.919] /Border [0 0 0] /H /N >> endobj 301 0 obj << /A 568 0 R /Type /Annot /Subtype /Link /Rect [61.558 240.569 140.939 248.569] /Border [0 0 0] /H /N >> endobj 302 0 obj << /Limits [ ] /Names [ 569 0 R 570 0 R 571 0 R 572 0 R 573 0 R 574 0 R 575 0 R 576 0 R 577 0 R 578 0 R 579 0 R 580 0 R 581 0 R 582 0 R 583 0 R 584 0 R 585 0 R 586 0 R 587 0 R 588 0 R 589 0 R 590 0 R 591 0 R 592 0 R 593 0 R 594 0 R 595 0 R 596 0 R 597 0 R 598 0 R 599 0 R 600 0 R 601 0 R 602 0 R 603 0 R 604 0 R 605 0 R 606 0 R 607 0 R 608 0 R 609 0 R 610 0 R 611 0 R 612 0 R 613 0 R 614 0 R 615 0 R 616 0 R 617 0 R 618 0 R 619 0 R 620 0 R 621 0 R 622 0 R 623 0 R 624 0 R 625 0 R] >> endobj 303 0 obj << /S /URI /URI (https://doi.org/10.1353/lan.2023.0003) >> endobj 304 0 obj << /S /URI /URI (https://muse.jhu.edu/article/884307) >> endobj 305 0 obj << /GeCCX#7E1679931216 626 0 R /GeCCY#7E1679931216 627 0 R /HelvCDE#7E1679931216 628 0 R >> endobj 306 0 obj << /Length 45 /Type /XObject /Subtype /Image /BitsPerComponent 8 /ColorSpace [/Indexed /DeviceRGB 3 629 0 R] /Filter [/FlateDecode] /Height 10 /Mask [3 3] /Name /GxCDC /Width 10 >> stream x=1@APmaBA I`d䃅X%D endstream endobj 307 0 obj << /Length 1864 /Type /XObject /Subtype /Image /BitsPerComponent 8 /ColorSpace [/Indexed /DeviceRGB 255 630 0 R] /Filter [/FlateDecode] /Height 175 /Mask [255 255] /Name /GxCDD /Width 120 >> stream xir:3%>G<,, cljjbbO%߿&hz Xٙ;sg̝3wlc[aie"DtӖε M:A6y"W',Y+ԖKϵTwQ6c\ϐnCҭ"8q]A]4u5I + }pu^tùXCWurߤuxx+Ė{ifp. e[hXn'f{ȓYUgjC`t9kmr . 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