Bloomsbury World Englishes

Mario Saraceni is Reader in English and Linguistics at the University of Portsmouth, UK.Volume EditorsBritta Schneider is Junior Professor of Language Use and Migration at Europa-Universität Viadrina, Germany.Theresa Heyd is Chair of English Linguistics at Universität Greifswald, Germany.Rani Rubdy is an Independent Researcher.Ruanni Tupas is Lecturer in Applied Linguistics at IOE, UCL’s Faculty of Education and Society, University College London, UK.Yasemin Bayyurt is Professor of Applied Linguistics at Bogaziçi University, Turkey.

The three volumes of Bloomsbury World Englishes are well written and carefully structured, bringing great significance to the field of WE and GE. It contains plentiful critical literature reviews and empirical studies, helping readers fully understand the topic and see how speakers make language choices. I would highly recommend these three volumes to scholars who want to have an in-depth understanding of WE and push this field forward and educators who want to create more effective teaching practices related to WE, GE, and ELF.

• VOLUME 1: PARADIGMS, edited by Britta Schneider and Theresa HeydIntroduction, Britta Schneider (Europa-Universität Viadrina, Germany) and Theresa Heyd (Universität Greifswald, Germany)Part 1: Reflecting Research Paradigms of World Englishes 1. World Englishes: Approaches, Models and Methodology, Kingsley Bolton (Stockholm University, Sweden)2. World Englishes: From Methodological Nationalism to a Global Perspective, Christian Mair (University of Freiburg)3. The Role of Gender in the Study of World Englishes, Tamara M. Valentine (University of Nevada, Reno, USA)4. The Role of Corpora in World Englishes Research, Claudia Lange (Technische Universität Dresden, Germany)5. Register in World Englishes Research, Axel Bohmann (Albert-Ludwigs-Universität Freiburg, Germany)Part 2: Postnational Framings, Discourses and Perspectives6. Translingualism and World Englishes, Suresh Canagarajah (Pennsylvania State University, USA) and Jerry Won Lee(University of California, Irvine)7. English-Speaking Diasporas, Susanne Mühleisen (University of Bayreuth, Germany)8. English and Social Media: Translingual Englishes, Identities and Linguascapes, Sender Dovchin (Curtin University, Australia) and Rhonda Oliver (Curtin University, Australia)9. Neoliberalism and the Global Spread of English: A Korean Case, Jinhyun Cho (Macquarie University, Australia)Part 3: Empirical Cases: Transnational Ties and New Localizations10. Ship English of the Early Colonial Atlantic, Sally J. Delgado (University of Puerto Rico at Cayey, Puerto Rico)11. Jewish Englishes in the United States and Beyond: An Ethnolinguistic Repertoire Approach, Sarah Bunin Benor (Hebrew Union College – Jewish Institute of Religion, USA)12. English in Global Pop Music, Michael Westphal (University of Münster, Germany) and Lisa Jansen (University of Münster, Germany)13. Non-Postcolonial Englishes in East Asia: Focus on Korean Popular Music, Sofia Rüdiger (University of Bayreuth, Germany)14. Digital Englishes and Transcultural Flows, Jennifer Dailey-O’Cain (University of Alberta, Canada)15. Diasporic Englishes in the United States: The Case of Nigerian Digital Communication, Mirka Honkanen (University of Freiburg, Germany)16. English in the Maghreb, Camille Jacob (University of Portsmouth, UK)17. When Africans Meet Chinese: Is Calculator Communication a Form of World Englishes, Dewei Che (University of Vienna, Austria) and Adams Bodomo (University of Vienna, Austria)IndexVOLUME 2: IDEOLOGIES, edited by Rani Rubdy and Ruanni TupasIntroduction, Mario Saraceni (University of Portsmouth, UK), Rani Rubdy (Independent Researcher) and Ruanni Tupas (University College London, UK)Part 1: Theoretical Understandings of Global English1. Entanglements of English, Alastair Pennycook (University of Technology Sydney, Australia)2. Capital and the Hegemony of English in a Capitalist World-System, John P. O’Regan (University College London, UK)3. ‘The Tide is Coming in Fast’: Ideologies of English, Global Linguistic Coloniality and Decolonial Pluriversalingualism, Ahmed Kabel (Al Akhawayn University in Ifrane, Morocco)4. World Englishes and the Commodification of Language, Joseph Sung-Yul Park (National University of Singapore, Singapore) and Lionel Wee (National University of Singapore, Singapore)5. Examining and Overcoming the Theory/Practice Divide in World Englishes, Ryuko Kubota (University of British Columbia, Canada)Part 2: Unpacking Ideologies of English 6. Linguaculture, Cultural Travel, Native-Speakerism and Small Culture Formation on the Go: Working up from Instances, Adrian Holliday (Canterbury Christ Church University, UK)7. Ideology, Identity, and World Englishes: Toward a Heteroglossic Framework, Jerry Won Lee (University of California, Irvine, USA) and Christopher Jenks (Aalborg University, Denmark)8. Interrogating Race in the NEST/NNEST Ideological Dichotomy: Insights from Raciolinguistics, Culturally Sustaining Pedagogy and Translanguaging, Peter De Costa (Michigan State University, USA), Curtis Green-Eneix (Michigan State University, USA), Wendy Li (Nagoya University of Commerce and Business, Japan) and Hima Rawal (Michigan State University, USA)9. Translingual Englishes and the Psychological Damage of Global English, Sender Dovchin (Curtin University, Australia), Rhonda Oliver (Curtin University, Australia) and Jaya Dantas (Curtin University, Australia)Part 3: Ideological Pluralities of English10. Ideological Plurality: English in Policy and Practice in India, Usree Bhattacharya (University of Georgia, USA) and Ajit K. Mohanty (University of Western Ontario, Canada)11. Challenging the Economic and Cultural Currency of English, Nathan John Albury (Leiden University, the Netherlands)12. “We’re a Nation that Speaks English”: Language Ideology and Discrimination in the US English Only Movement, Rachele Lawton (Community College of Baltimore County, USA)13. Conflicting Language Ideologies About What Counts as “English” in the Brazilian National Common Core Curriculum: Arenas for Permanences and Disruptions, Paula Szundy (Federal University of Rio de Janeiro, Brazil)Part 4: The Local Politics of Global English14. Non-Localizable vs Localizable English:New Linguistic Hierarchies in ‘Democratising’ English in Spanish Education, Eva Codó (Universitat Autònoma de Barcelona, Spain)15. Probing ‘Erasure’ for Transnational Language Policy and Practice: English amongst Multilingual Ismaili Muslims in Northern Pakistan and Eastern Tajikistan, Brook Bolander (Monash University, Australia)16. Taiwan and Mandarin-English Bilingualism: International Competition and Competing Colonialisms, Funie Hsu (San José State University, USA)17. Exploring Contested Language Ideologies in Kiribati, Indika Liyanage (Deakin University, Australia) and Tony Walker (Deakin University, Australia)IndexVOLUME 3: PEDAGOGIES, edited by Yasemin BayyurtPrologue, Jennifer Jenkins (University of Southampton, UK) and Lucilla Lopriore (Roma Tre University, Italy)Introduction, Yasemin Bayyurt (Bogaziçi University, Turkey)Part 1: General Principles1. Incorporating Ontological Reflection into Teacher Education about English for Global Learners: A Rationale and some Guiding Principles, Chris Hall (York St John University, UK)2. English Language Development in the Global Classroom: Revisiting Key Constructs of Second Language Acquisition Theory, Dustin Crowther (University of Hawai’i at Manoa, USA)3. Moving from Conceptualizations to Implementation of a Global Englishes Perspective in ELT: Critical Issues in Pedagogy, Seran Dogançay-Aktuna (Southern Illinois University Edwardsville, USA) and Joel Hardman (Southern Illinois University Edwardsville, USA)4. World Englishes, English as a Lingua Franca and ELT Materials: A Critical Perspective, Paola Vettorel (University of Verona, Italy)5. Materials and Activities in Teaching English as a Global Language: Using Online Resources to Stimulate Innovation, Mona Syrbe (Rikkyo University, Japan) and Heath Rose (University of Oxford, UK)Part 2: Native Speakerism6. Negotiating Nativespeakerism in TESOL Curriculum Innovation, Nicola Galloway (University of Glasgow, UK)7. Beyond ‘Native’ and ‘Non-Native’ English-Speaking Teachers: Teacher Identity and the Knowledge Base of Global Englishes Language Teachers, Ali Fuad Selvi (METU Northern Cyprus Campus, Cyprus) and Bedrettin Yazan (University of Texas, San Antonio, USA)8. Re-Conceptualizing (Non-)Native English Speakers within the Paradigm of Teaching English as an International Language, Aya Matsuda (Arizona State University, USA)9. Tackling Native-Speakerism through ELF-Aware Pedagogy, Rob Lowe (Tokyo Kasei University, Japan) and Marek Kiczkowiak (TEFL Equity Advocates & Academy, Leuven, Belgium)Part 3: English as a Medium Of Instruction10. Teaching WE and ELF in EMI from an ELF Perspective: A Case Study at a University in the Expanding Circle, Kumiko Murata (Waseda University, Japan)11. Implementing Critical Pedagogy of Global Englishes in ELT in Asia from the Lens of EMI and Intercultural Citizenship, Fan Fang (Shantou University, China) and Will Baker (University of Southampton, UK)12. Problematizing EMI Programs in Turkish Higher Education: Voices from Stakeholders, Dilek Inal (Istanbul University- Cerrahpasa, Turkey), Yasemin Bayyurt (Bogaziçi University, Turkey) and Feza Kerestecioglu (Kadir Has University, Turkey)13. A Critical View of Globalization within the Expanded Role of EMI in Japan: Case Study of an Actual Implementation, Jim D'Angelo (Chukyo University, Nagoya, Japan)Part 4: Focus on Specific Contexts14. The Impact of World Englishes and English as a Lingua Franca in Tertiary Education in the Expanding Circle, Enric Llurda (University of Lleida, Spain) and Guzman Mancho-Barés (University of Lleida, Spain)15. World Englishes and Critical Pedagogy: Reflections on Paulo Freire’s Contributions to the Brazilian National English as a Lingua Franca (ELF) Curriculum, Savio Siqueira (Bahia Federal University, Brazil) and Telma Gimenez (Universidade Estadual de Londrina, Brazil)16. Teaching English from a Critical Intercultural Perspective: An Experience with Afro Colombian and Indigenous Students, Claudia Gutiérrez (University of Washington, USA), Janeth Ortiz and Jaime Usma (Universidad de Antioquia, Colombia)17. English Medium Instruction and Language Planning in Post-Colonial Contexts: Implications for Heritage Language Development, Nkoko Kamwangamalu (Howard University, Washington, USA)Index