Metz, Mike. DzWe Do Language: English Language Variation in the Secondary English Classroom, by Anne H. Charity Hudley and Christine Mallinson.dz Pedagogies: An International Journal 9, no. 3 (July 3, 2014): 275–77. doi:10.1080/1554480X.2014.926052. Book Review We Do Language: English Language Variation in the Secondary English Classroom, by Anne H. Charity Hudley & Christine Mallinson, New York, Teachers College Press, 2014, xvi + 160 pp., USD$31.95 (paperback), ISBN 978-0-8077-5498-6 Since William Labov published his highly influential article “The Logic of Non-Standard English” in 1969, a growing number of sociolinguists have promoted the importance of teaching about language variation in schools. Within the last decade an increasing number of sociolinguists with educational experience have begun moving beyond theoretical suggestions for what to do and begun working on the pedagogical problems of how to do it. The book We Do Language: English Language Variation in the Secondary English Classroom by Anne Charity Hudley and Christine Mallinson makes an important contribution to this emerging body of work by providing clear links between theories built on empirical research and pedagogical techniques gleaned from successful classroom practices. This second book from the partnership of Charity Hudley and Mallinson picks up where their first book, Understanding Language Variation in US Schools (Hudley & Mallinson, 2010), leaves off. While the first book makes the case that attention to language variation plays an important role in engaging students who are often marginalized by Standard English language norms, the second book provides concrete approaches for how to address this marginalization in English classrooms. We Do Language holds important insights for both teachers and those who work with and prepare teachers. The book begins (chapter 1) by laying out the problem at hand: Once teachers become aware of language variation, they face ideological tensions in how to address that variation while meeting the needs of their students. Teachers need to prepare students for a society that values mastery of Standard English while also using linguistic knowledge to critically challenge the Standard English ideology. The book explores how to grapple with these issues by providing concrete linguistic background for teachers (Chapter 2), exploring how to talk with students and teachers about language and culture (Chapter 3), examining how to frame explorations of language variation in literature (Chapter 4), and suggesting how to promote students’ voice into college and beyond (Chapter 5). Throughout the text Charity Hudley and Mallinson tie issues of language together with issues of identity. They explicitly model how this plays out by providing their own linguistic/literary autobiographies and by allowing their own voices to be heard throughout the text. Instead of adopting an invisible academic voice, they demonstrate that authorial voice and identity can add to the effectiveness of a text, even an academic text. Several themes running through the book highlight the unique contribution to the field. First, the authors lay out the importance of basing classroom English instruction on solid linguistic facts