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English in the World
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Table of Contents

Introduction - Rani Rubdy and Mario Saraceni Part I: Conceptualising EIL 1. An interview with Tom McArthur Rani Rubdy and Mario Saraceni 2. Global intelligibility and local diversity: possibility or paradox? Jennifer Jenkins, King's College London 3. English as a lingua franca in the expanding circle: what it isn't Barbara Seidlhofer, Vienna University 4. Defining the 'successful bilingual speaker' of English Luke Prodromou, freelance teacher 5. Which model of English: Native-speaker, nativised or lingua franca? Andy Kirkpatrick, Curtin University of Technology, Perth. 6. World Englishes or English as a lingua franca? A view from the perspective of non-Anglo Englishes Peter Tan, Vincent Ooi and Andy Chiang, National University of Singapore. 7. Standard English in the World Anthea Fraser Gupta, University of Leeds. Part II: Pedagogical Implications of EIL 8. EIL curriculum development Sandra McKay, San Francisco State University 9. A multi-dimensional approach to teaching English for the world Brian Tomlinson, Leeds Metropolitan University 10. Teaching EIL - teaching international or intercultural English? What teachers should know Nicos Sifakis, Hellenic Open University 11. English as an international language, world Englishes and their conditions of (im)possibility Ruanni Tupas, National University of Singapore 12. English in the world does not mean English everywhere: the case for multilingualism in the ELT/ ESL profession Michael Joseph and Esther Ramani, University of the North, S Africa 13. An interview with Suresh Canagarajah Rani Rubdy and Mario Saraceni

About the Author

Rani Rubdy is an independent researcher. Mario Saraceni is Reader of English and Linguistics at the University of Portsmouth, UK.

Reviews

"Must Read!!!" -Today's Books, July 1, 2006
mention- Today's Books- Must Read/ September 1, 2006
"As a whole, this anthology serves both as an useful primer to some of the most controversial topics in the field and as a thought-provoking series of chapters addressing core concerns of world Englishes scholars: standards, teaching, intelligibility, and policy. While few entries contribute entirely unfamiliar material, they do provide an accessible refresher for those wanting to become up-to-date in the field. And especially welcome in a text about world Englishes topics is the diversity of the authors themselves: while the majority are Inner Circle-based scholars, only two are working from the United States. This diversity, along with the variety of topics and opinions, makes this accessible and engaging volume worthy of thoughtful consideration of its many provocative ideas." -Tracey McHenry, World Englishes, 2009

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