{"id":748,"date":"2010-07-22T10:00:32","date_gmt":"2010-07-22T08:00:32","guid":{"rendered":"http:\/\/elanguage.net\/blogs\/booknotices\/?p=748"},"modified":"2010-06-07T13:38:39","modified_gmt":"2010-06-07T11:38:39","slug":"english-in-the-world","status":"publish","type":"post","link":"https:\/\/journals.linguisticsociety.org\/booknotices\/?p=748","title":{"rendered":"English in the world"},"content":{"rendered":"<div style=\"margin-left: 2em; text-indent: -2em;\"><strong>English in the world: <\/strong>Global rules, global roles. Ed. by <strong>Rani Rubdy<\/strong> and <strong>Mario Saraceni<\/strong>. New York: Continuum, 2006. Pp. vi, 218. ISBN <a href=\"http:\/\/www.worldcat.org\/title\/english-in-the-world-global-rules-global-roles\/oclc\/62225634&amp;referer=brief_results\">9780826489067<\/a>. $70.<\/div>\n<p style=\"text-align: right;\">Reviewed by<strong> <a href=\"http:\/\/www.neiu.edu\/~linguist\/faculty.html\">Richard W. Hallett<\/a><\/strong>, <em>Northeastern Illinois University<\/em><\/p>\n<p>Comprised of an introduction by the editors and thirteen chapters by various linguistic and social science researchers, this book examines three rival positions on the role of the English language in the world. In the introduction (5\u201316), Rani Rubdy and Mario Saraceni introduce the language used in international communication as English as an international language (EIL) or English as a Lingua Franca (ELF). They state that the chapters \u2018are intended to reflect a strong and urgent sense\u2019 (15) of issues such as imposing a single model of English, acknowledging its hegemony, necessitating a counter-culture movement, and recognizing its polymorphous nature worldwide. The remaining chapters are divided into two parts.<\/p>\n<p>Following a short introduction, Part 1, \u2018Conceptualizing EIL\u2019, includes seven chapters. \u2018An interview with Tom McArthur\u2019 (21\u201331) presents Rani Rubdy and Mario Saraceni\u2019s discussion with the founder of the journal <em>English Today: The International Review of the English Language<\/em> concerning the spread of English(es). <strong>Jennifer Jenkins<\/strong> briefly introduces the core and noncore features of ELF phonology in \u2018Global intelligibility and local diversity: Possibility or paradox\u2019 (32\u201339). <strong>Barbara Seidlhofer<\/strong> discusses five misconceptions about ELF in \u2018English as a lingua franca in the expanding circle: What it isn\u2019t\u2019 (40\u201350).<\/p>\n<p>In \u2018Defining the \u201csuccessful bilingual speaker\u201d of English\u2019 (51\u201370), <strong>Luke Prodromou<\/strong> identifies problems with the lingua franca core and offers examples from his own corpus-based research to suggest directions for future research. In \u2018Which model of English: Native-speaker, nativized or lingua franca?\u2019 (71\u201383), <strong>Andy Kirkpatrick<\/strong> calls upon applied linguists to describe a lingua franca model. <strong>Peter K. W. Tan<\/strong>, <strong>Vincent B. Y. Ooi<\/strong>, and <strong>Andy K. L. Chiang<\/strong> explore the choice between world Englishes and ELF in \u2018World Englishes or English as a lingua franca? A view from the perspectives of non-Anglo Englishes\u2019 (84\u201394). In the last chapter of Part 1, \u2018Standard English in the world\u2019 (95\u2013109), <strong>Anthea Fraser Gupta<\/strong> attempts to \u2018move the teaching of English as a foreign language into the real world\u2019 (96).<\/p>\n<p>Following another short introduction, Part 2, \u2018Pedagogical implications of EIL\u2019, includes six chapters. In \u2018EIL curriculum development\u2019 (114\u201329), <strong>Sandra Lee McKay<\/strong> calls for a reassessment of the role of native speaker competence and culture in teaching EIL. <strong>Brian Tomlinson<\/strong> presents his opinions on the optimum methodology for the teaching of EIL in \u2018A multi-dimensional approach to teaching English for the world\u2019 (130\u201350). <strong>Nicos Sifakis<\/strong>\u2019s goal in \u2018Teaching EIL: Teaching <em>international <\/em>or <em>intercultural<\/em> English? What teachers should know\u2019 (151\u201368) is to raise the awareness of pedagogical issues for future EIL teachers. Also addressing pedagogical issues, <strong>T. Ruanni F. Tupas<\/strong>, in \u2018Standard Englishes, pedagogical paradigms and their conditions of (im)possibility\u2019 (169\u201385), explores the political question of access to standard English(es). In \u2018English in the world does not mean English everywhere: The case for multilingualism in the ELT\/ESL profession\u2019 (186\u201399), <strong>Michael Joseph<\/strong> and <strong>Esther Ramani<\/strong> call for a multilingual identity change in English language teaching. The book concludes with Rani Rubdy and Mario Saraceni\u2019s interview with the editor of <em>TESOL Quarterly<\/em>, \u2018An interview with Suresh Canagarajah\u2019 (200\u201311).<\/p>\n<p>This book will appeal to researchers in the areas of world Englishes, applied linguistics, and English language pedagogy.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>English in the world: Global rules, global roles. Ed. by Rani Rubdy and Mario Saraceni. New York: Continuum, 2006. Pp. vi, 218. ISBN 9780826489067. $70. Reviewed by Richard W. Hallett, Northeastern Illinois University Comprised of an introduction by the editors and thirteen chapters by various linguistic and social science researchers, this book examines three rival [&hellip;]<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":[],"categories":[],"tags":[],"_links":{"self":[{"href":"https:\/\/journals.linguisticsociety.org\/booknotices\/index.php?rest_route=\/wp\/v2\/posts\/748"}],"collection":[{"href":"https:\/\/journals.linguisticsociety.org\/booknotices\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/journals.linguisticsociety.org\/booknotices\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/journals.linguisticsociety.org\/booknotices\/index.php?rest_route=\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/journals.linguisticsociety.org\/booknotices\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=748"}],"version-history":[{"count":1,"href":"https:\/\/journals.linguisticsociety.org\/booknotices\/index.php?rest_route=\/wp\/v2\/posts\/748\/revisions"}],"predecessor-version":[{"id":749,"href":"https:\/\/journals.linguisticsociety.org\/booknotices\/index.php?rest_route=\/wp\/v2\/posts\/748\/revisions\/749"}],"wp:attachment":[{"href":"https:\/\/journals.linguisticsociety.org\/booknotices\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=748"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/journals.linguisticsociety.org\/booknotices\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=748"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/journals.linguisticsociety.org\/booknotices\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=748"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}