Why do linguistics?: Reflective linguistics and the study of language presents an informative and engaging introduction to the study of language from social, intercultural and multilingual perspectives. With richly analyzed examples collected from everyday communicative interactions, Fiona English and Tim Marr provide us with new ways of looking at and thinking about the complexity of human communications through a linguistic lens.

The book is organized into three sections, each consisting of five chapters. Part one is concerned with a broad overview of linguistics, encouraging readers to become ‘language noticers’ by reflecting on diverse language phenomena and language practice through examples taken from everyday life. Chapter 1 begins with a discussion of some linguistic terms such as text, register and semiotics. The authors then explore the constructs of social relations, identities and attitudes permeated in the examples given. Chapter 2 presents the topic of well-formed and ill-formed language, which is followed by chapter 3 where notions of identity and community are explored. Chapter 4 moves on to address issues of language planning and policy. Finally, in chapter 5 a variety of linguistic configurations are examined showing how similar or different languages are in the world. Part Two gives priority to the introduction and application of some tools for linguistic analysis. Chapter 6 introduces analytical tools that can be used in semantics, morphosyntax, and phonetics and phonology. Building on these tools, chapter 7 proposes a framework for discourse analysis. Chapters 8 and 9 demonstrate how discourse analysis can be fully utilized to explore meanings in spoken and written social interactions respectively. Chapter 10 focuses on specific semiotic choices we make for effective social communication.

Part Three leads us to address the question that gives the book its title ‘Why do linguistics?’. Chapter 11 brings up the concept of translanguaging by examining the sophistication of language in multilingual contexts. In chapter 12, the authors deal with language-related issues that are often represented and misrepresented in general public discourse like the media. Chapter 13 presents a compelling case for including Language Awareness (LA) and Knowledge about Language (KAL) in school curricula. With examples from GP practices, police stations and call centres, chapter 14 reinforces this argument for linguistics education in schools by showing how important and useful it can be in the workplace. Chapter 15 concludes the book by presenting three main reasons why, according to the authors, everyone should do linguistics: the importance of reflecting on our language in new ways, the permeation of linguistics as an essential part of our daily life, and the empowerment of language users to challenge stereotypes.

The book is a valuable resource and should be appealing to those who take an interest in linguistics, and in language and communication studies in general.