Examines the need to integrate linguistically informed teaching into the secondary English classroom. It includes specific information about the language varieties students bring with them to school so that educators can better assist students in developing the literacy skills necessary for the Common Core State Standards.

“Building on 50 years of linguistic and sociolinguistic research into the systematic nature of English varieties, Charity Hudley and Mallinson further the important next step of exploring how these linguistic differences play out in classrooms and schools with academic and social consequences for students. As the work of constructing culturally and linguistically sustaining classrooms continues, teachers will need additional detail for how to build a linguistically informed approach into specific instructional units. This text will support teacher educators, teacher leaders and teachers themselves in advancing that work.” —Pedagogies: An International Journal

“We Do Language is an enabling tool for helping teachers and those who prepare them to face—perhaps better than we ever have—the challenge of schooling in the English/language arts for the 21st century.” —From the Foreword by Jacqueline Jones Royster, Ivan Allen Chair in Liberal Arts and Technology and Dean, Ivan Allen College of Liberal Arts, Georgia Institute of Technology