128 Reviews

designed to guide literacy learning and teaching. Notwithstanding minor editorial flaws,
this volume breaks new ground in L2 writing research by assembling rigorous, forward-
looking studies conducted by researchers working in an impressive array of linguistic,
sociocultural, and educational contexts.

(Received 1 October 2002) John Hedgcock

Monterey Institute of International Studies

DOI: 10.1017/S0272263104231059
TEACHING ENGLISH AS AN INTERNATIONAL LANGUAGE: RETHINKING
GOALS AND APPROACHES. Sandra Lee McKay. Oxford: Oxford University
Press, 2002. Pp. viii + 150. £13.50 paper.

From the title of this book, one might expect a review of English teaching methodolo-
gies. Although teaching methods are discussed, the book actually sets out to define
English as an international language (EIL), as opposed to a second or foreign language
(L2), and through this lens, carefully reexamines every aspect of English teaching and
learning.
The book consists of five chapters, an introduction, and a conclusion, each of which
examines a particular aspect of the phenomenon of teaching and learning EIL. In the
introduction, McKay outlines the issues that the book covers: (a) the identification of
various English learners and their goals, (b) the relevance of using native speakers as a
norm for research and instructional goals, (c) the cultural basis of texts and materials,
(d) the issue of maintaining intelligibility in an international language, and (e) the degree
to which EIL teaching methods should reflect Western cultures of learning.
The first chapter, "English as an International Language," defines an international
language and its features, giving several examples of the spread of English into numer-
ous discourses worldwide. Negative effects, including the exclusionary socioeconomic
power of English and possible factors that may impede its spread in the future, are also
considered. Using Kachru's categorization of inner, outer, and expanding circle coun-
tries, McKay also contends that the current trend of macroacquisition calls for concen-
tration in new research areas—for example, bilingualism and speech communities.
Chapter 2, "Bilingual Users of English," begins with the observation that L2 or multi-
lingual users of English will soon outnumber first language or monolingual users. Based
on this premise, McKay proceeds to problematize the definition of native speaker (NS)
and to question its relevance for both SLA research and pedagogical purposes. She
explores the NS ideal's impact on bilingual teachers and enumerates often-overlooked
advantages that bilingual teachers bring to their profession.
Chapter 3, "Standards for English as an International Language," begins with a review
of the debate over standards in English and presents various definitions thereof, with-
out specifying which ones should be adopted. The bulk of the chapter reviews research
done on local varieties of English lexicon and grammar. It concludes that, although most
fears regarding intelligibility center on grammatical innovation, lexical and phonologi-
cal variation actually occur more often. Pragmatic and rhetorical competences are also
examined, and the demand for conformity to Western cultural pragmatics and rhetori-
cal conventions is questioned.
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 Reviews 129

"Culture in Teaching English as an International Language" is the title of chapter 4,

which examines culture in teaching and culture as it is embedded in teaching materi-
als. Practical advice is given on how to develop awareness of diversity within cultures
and how to help students reflect on their own culture vis-a-vis that of others. Teaching
materials are examined through various combinations of source- and target-culture teach-
ers, students, and materials. Finally, culture in discourse communities, as in English for
Specific Purposes, is discussed as the greatest potential sphere for creating an inter-
national culture.
Chapter 5 reflects on "Teaching Methods and English as an International Language."
The spread of communicative language teaching (CLT) through English teaching and
various critiques of the method are presented. The main argument is that one should
not assume that a single teaching method (e.g., CLT) is appropriate in all teaching and
learning contexts. The notion of a culture of learning is promoted.
McKay's conclusion, "Rethinking Goals and Approaches," succinctly summarizes the
major points elaborated in the book on developing a theory of EIL, teaching goals, and
approaches to teaching EIL. Through a wide review of studies in many parts of the world,
the book develops a strong case for shifting the ownership of English away from an
inner circle or NS monopoly, This shift would require a reconsideration of SLA research
assumptions and methods. The book provides powerful cause for reflection among those
teaching English to multilingual users, creating curriculum and materials for English
courses, or conducting research in the field of English language acquisition.

{Received 8 October 2002) Kristeen Chachage

International School of Tanganyika

DOI: 10.1017/S0272263104241055
NEW PERSPECTIVES AND ISSUES IN EDUCATIONAL LANGUAGE POLICY:
IN HONOUR OF BERNARD DOV SPOLSKY. Robert L. Cooper, Elana Shohamy.
and Joel Walters (Eds.). Amsterdam: Benjamins, 2001. Pp. vi + 307. $98.00 cloth.

Bernard Dov Spolsky is certainly deserving of a festschrift honoring his work: His career,
which has taken him from New Zealand to Australia, to Israel, and to Canada and the
United States, and back again to Israel, is one that has made a huge impact on the field
of educational linguistics broadly conceived. His work includes major contributions with
respect to Maori and Navajo educational programs, bilingual education in North Amer-
ica, and issues related to language policy studies and minority language education around
the world. His commitment to issues of social justice and equity is well known and well
articulated in his work and in his life, and this commitment is also clearly reflected in
the contributions to this volume.
This festschrift contains 15 contributions, divided into four sections dealing with:
(a) language teaching, language learning, and literacy; (b) language testing in educa-
tional contexts; (c) multilingualism, minority language, and language planning; and (d)
case studies in educational linguistics. All the chapters are well written and interesting,
which is hardly surprising given the contributors, who include such noted figures as
E. Bialystok, K. de Bot, M. Clyne, A. Cohen, J. Fishman, N. Hornberger, R. Lambert,
J.from
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