BUSINESS ENGLISH TASKS

**CRITICAL JOURNAL REVIEW**

SUPPORTING LECTURER :
IVO SELVIA AGUSTI, SE., M.Si.

ARRANGED BY :
WIDYA CRISTINA SIHOMBING
(7202144002)

CLASS-C OFFICE ADMINISTRATION EDUCATION

FACULTY OF ECONOMICS
MEDAN STATE UNIVERSITY
2020

FOREWORD
 Praise the author, say the presence of God Almighty, because with His blessings and
grace the author can complete the preparation of this Critical Journal Review paper according to
the given time.

This paper is prepared to fulfill the assignment of Business English courses. This paper is
made as maximally as possible in the hope that this paper can be useful for everyone who reads
it. Therefore, the authors would like to thank all those who helped and who have provided
guidance and direction in making this paper.

The author is fully aware that the study of the problems presented in this paper is still
incomplete because the making of this paper is still in the learning process. Finally, the author
would like to thank Mrs. Ivo Selvia Agusti, M.Si. as a lecturer in Business English courses.

Medan Labuhan, November 13, 2020

Author

CHAPTER 1
PRELIMINARY

CJR- B U S I N E S S E N G L I S H 2
 A. BACKGROUND

In terms of the student learning process currently focused on broad knowledge, this
knowledge can be sought through articles on Business English learning theory.

With this also every subject including Business English requires a critical review journal
by comparing several journals based on grammar, layout and cover that relates to learning
theory.

This is the main reason why I am doing this task as much as possible so that I can dig
deeper into the knowledge of Business English.

B. PROBLEM FORMULATION

1. What is the essence of every journal?

2. What are the advantages and disadvantages of each journal?
3. How do the contents of each journal compare?
4. Why is it necessary to review several journals?
C. DESTINATION

Can provide information from each journal and can be understood by readers about the
identity of each journal through the contents of the summary which is followed by
weaknesses, strengths, and materials for comparison.

D. BENEFITS

Can train students in analyzing an article well with the aim of students' habits in working
for the future.

E. IDENTITY OF THE REVIEWED JOURNAL

JOURNAL 1
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 1 Title BUSINESS ENGLISH AS A PART OF TEACHING
ENGLISH FOR SPECIFIC PURPOSES (ESP) TO
ECONOMIC STUDENTS.

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 2 Journal Jurnal Education and Economics (JEE)
3 Download https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3527868
4 ISSN 2654-9808
5 Volume and Pages Vol.02, No.02, Pages 143-152
6 Year (April-June) 2019
7 Author Tira Nur Fitria
8 Reviewer Widya Cristina Sihombing
9 Date November 13, 2020
1 Research Abstracts Business English is one of the examples of the English for a
0 Specific Purpose, In the case of Business English, it is largely
used in international trade by many whose primary spoken or
written language in English. In a globally connected world,
Business English is becoming increasingly important as more
and more companies need their staff to be multi-lingual
language. The goal of any Business English Course is to
allow its users to effectively communicate with others in a
business environment, whether that communication is in
correspondence, face to face meetings, or other methods.
Therefore, a Business English Language may include topics
such as business English reading, letters, and resumes,
business phrases, or terms of sale, advertising, and
marketing. Related to the definition of Business English or
English for Business Purposes, it shares the important
elements of needs analysis, syllabus design, course design,
and the selection and development of materials with all ESP
fields of work. Teaching Business English (English for
Business) requires a teacher’s awareness of the subject
matter. ESP combines the subject matter and English
language teaching skills. The role of a teacher at this stage is
managing to adapt teaching skills and strategies for teaching
Business English.
- Research purposes "The goal of any Business English Course is to allow its
users to effectively communicate with others in a business
environment, whether that communication is in
correspondence, face to face meetings, or other methods."
- Research subject Teaching Business English (English for Business) requires a
teacher’s awareness of the subject matter.
- Assessment Data -
- Keywords English for Specific Purposes (ESP), Business English,
learner/student’s needs, authentic materials.
1 Preliminary
1
- Background and Theory Nowadays, English is considered to be the “language of
communication” even English as an International Language,
nowadays the people in this world required to learn English,
which has resulted in a huge demand for the teachers of

CJR- B U S I N E S S E N G L I S H 5
 English. However, the gradual economic globalization,
among other factors, has brought about the great demand of
one other aspect within English Language Teaching (ELT)
that is, the teaching of ESP (English for Specific Purposes).
The teaching of English for Specific Purposes (ESP) has been
seen as a separate activity within English language teaching
(ELT). It is believed that for some of its teaching ESP has
developed its own methodology and its research draws on
research from various disciplines in addition to applied
linguistics – this is the key distinguishing characteristic of
ESP. ESP, if sometimes moved away from the established
trends in general ELT, has always been with needs analysis
and preparing learners to communicate effectively in the
tasks prescribed by their field of study or work situation.
Kennedy and Bolitho (1991) maintain that the concept of
“communication” differs from one specialty to another,
depending on the kind of human activity. Business English is
not the same as scientific or political English. Teaching
English in these contexts is called English for Specific
Purposes (Kennedy &Bolitho 1991is cited in Hernandez &
Perez Paredes 2002). Savignon (2002) argues that a language
for a purpose means the use of English for
“real and immediate communicative purposes”. The term
ESP, resulted from an urgent call for matching up the English
courses and learners‟ needs. ESP is characterized by three
aspects: Needs analysis, time (its courses are restricted to a
limited time), and language which is learnt to acquire
knowledge of the discipline in English and not for the sake of
having a general education (Basturkmen, 2006). Business
English must be seen in the larger context of English for
Specific Purposes (ESP) as it shares the important
characteristics of needs analysis, syllabus design, course
design, materials selection and development which are
common to all fields of work in ESP. As with other varieties
of ESP, Business English involves a specific language corpus
and emphasis on specific types of communication in a
specific context. However, it was pointed out that Business
English is different from other varieties of ESP due to its mix
of specific content and general content (Ellis & Johnson,
1994). According to Dudley-Evans (1977), ESP is defined to
meet specific needs of the learner and makes use of
underlying methodology and activities of the discipline it
serves; ESP is centered on the language appropriate to these
activities in terms of grammar, Lexis, register, study skills,
discourse and genre. It has also underlined the fact that ESP
may use, in specific teaching situations, a different

CJR- B U S I N E S S E N G L I S H 6
 methodology from that of General English. We see that ESP
can, but it is not necessarily concerned with a specific
discipline, nor does it have to be aimed at a certain age group
or ability range. ESP should be seen simply as an approach to
teaching, or what Dudley-Evans describes as an “attitude of
mind”. This is a similar conclusion to that made by
Hutchinson et al. (1987) stated that ESP is an approach to
language teaching in which all decisions as to content and
method are based on the learner's reason for learning.
Business English is one of the forms of the language used for
a Specific Purpose. In the case of Business English, it is
largely used in international trade by many whose primary
spoken or written language is not English. In a globally
connected world, Business English is becoming increasingly
important as more and more companies need their staff to be
multilingual. The ultimate goal of any Business English
Course is to allow its users to effectively communicate with
others in a business environment, whether that
communication is in correspondence, face to face meetings,
or other methods. Therefore, a Business English Language
Course may include topics such as business English in
reading, writing letters and
resumes, business phrases, or terms of sale, advertising, and
marketing aspect.
1 Research methods
2
- Research Steps When designing a course in Business English, Ellis and
Johnson (1994) suggest a few specific steps to consider, in
contrast to General English courses, such as:
1. Needs analysis: what do students need to know in
order to face the requirements of their future job
environment?
2. Assessment of level: using written tests, we can see
what level of language students have at the beginning
of the course.
3. Syllabus: set courses, like the ones taught in colleges,
should have a fixed objectives and syllabus.
4. Course objectives: should be defined in relation to the
needs analysis findings; in the case of pre-experience
learners they can be worded in terms of their course
of study or in terms of required language
improvement (command of structures, functions etc.)
5. Time: in the case of college language training, time is
limited so the course should be structured according
to the duration (number of weeks, semesters etc.).
6. Learner expectations: in the case of Business English,

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- Research result
- Research Discussion
- Bibliography
1 Journal Analysis
3
- Research Strengths
- Weaknesses
Research
1 Conclusion
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learners are likely to be more goal orientated and to
expect success.
7. Evaluation of progress: written or oral examination,
dependent on particular circumstances.
Students learn English for a specific purpose, which is
represented by studying the subject matter, to acquire and
develop appropriate knowledge and skills through English.
Students studying ESP are not only interested in English, but
because they have to do assignments in English. Their
command of English should be such that they can reach a
satisfactory level in eye studies their specialist lessons. In
other words, students who have studied English for Special
Purposes during their lifetime college, will easily adapt to
their working conditions and will easily be employed in their
field.
This study discusses the most important difference between
ESP and ELT generally lies in students and their goals to
learn English (although not always) ESP students are adult
learners who already know English and are learning the
language to communicate a set of professional skills and to
perform related functions. specific job. ESP focuses more on
language in context rather than teaching grammar and
language structures.
SSRN-id3527868.pdf
https://ssrn.com/abstract=3527868
There are English teaching standards that can be used
as a reference so that other countries can apply
predetermined standards.
ESP (English for Specific Purposes) is very important
for teaching materials or types of language or
methodology because it has a sufficiently supportive
definition in the fields of technology, medicine,
education and research because it is closely related to
English.
of In this study, there is no clear introduction, so that
readers or students who are reviewing the journal are
confused about what the real issues are in the
introduction to the journal.
In the abstract part, it seems like it does not explain
a good abstract because it only gives direct
conclusions but does not give a clear summary of the
theory, so that students who want to review do not
know the preliminary theory.
English is unquestionably the language of business and
8
 4 Business English, which is a variety of ESP, and shares a
number of characteristics with General English, still differing
in point of content; Business English is the English required
when you do business; Business English became a topic to be
taught distinctively in the late 60s and early 70s when it was
already very clear for specialists that it was different from
General English at least in point of vocabulary. There have
been four major influences over the last ten years with a great
impact on the process of teaching and learning of Business
English: the development of technology, new powerhouse
economies, markets, financial sector. The Business English
teacher is primarily a language teacher and does not need to
be an expert in any particular field of business, does not need
a business background to succeed in teaching Business
English. When used effectively, authentic materials help
bring the real world into the classroom and significantly
enliven the language class.
1 Suggestion Tips for Teaching Business English Many teachers of
5 English as a foreign language feel intimidated by the prospect
of teaching business English. Here are some tips to teach
Business English:
1. Find out what your students want to achieve You‟ll
be teaching busy adults who are used to working
towards objectives. You should therefore discuss with
them at the beginning of the course what they would
like to achieve. This usually means breaking things
down into skills: telephoning more effectively,
writing more coherent emails, chairing meetings, etc.
Teachers should help set these objectives by
analyzing the needs of the learners early on. This
„needs analysis‟ can then be shared with the learners
and referred to as a way of keeping them engaged and
motivated throughout the course.
2. Get a clear idea about the contexts in which learners
use English A very important part of the need analysis
process should be a discussion about the context in
which the course participants need to perform: Why
are they learning English? Who do they communicate
with in their work and under what conditions?
Someone who is learning English just to brush up
fluency skills will have different needs and
expectations for someone who is learning English to
supervise a team working in another country. We
should also remember that business is conducted on a
global level and there is a strong possibility that your
students will be communicating with other non-native

CJR- B U S I N E S S E N G L I S H 9
 speakers. It’s a good idea to research, cross-cultural
communication and find out how people from
different backgrounds do business.
3. Be businesslike but keep energy levels high To make
the right impression, it is important to teach in a
business-like way. This affects what you say, and
how you behave, but also what you wear. If people
are going to work in-company, then punctuality,
professionalism and competence are crucial. Student
talking time (STT) is likely to be much higher in a
business English classroom, so ensure there are plenty
of opportunities for collaborative task work and
speaking practice. Where possible, leave reading and
writing for self-study or homework.
4. Choose your materials wisely As in the general
English classroom, learners will expect you to bring
materials to class. There are lots of books and online
resources available, but it is important to choose
materials that create „authentic‟ situations in the
classroom. Probably the most important resource is
the learners themselves. They can provide you with
real materials from their working lives – the things
they need to read and understand, or perhaps even
create and present. These could be leaflets, emails,
PowerPoint presentations or reports. Don’t forget:
concentrate on goals and needs. Find out why these
resources are important and what your learners want
to take away from the lesson. Then come to an
agreement with them about how to meet these needs.
1 Reference  Belcher, D. (Ed.) (2009). English for Specific
6 Purposes in Theory and Practice. Michigan: Michigan
University Press.
 Bradridge, William. Teaching Business English,
http://www.global english.com/news/Teaching-
Business-English,
 Chen, H.J. Internet-assisted language learning and
professional development. Seminar on multimedia
English teaching, 2003. Chungtai Institute of Health
Sciences and Technology. Web
 Davies, Paul, Pearse, Eric, Success In English
Teaching, Oxford Handbooks for Language Teachers,
Oxford University Press, 2000;
 Dudley-Evans, Tony (1998). Developments in
English for Specific Purposes: A multidisciplinary
approach. Cambridge University Press.
 Ellis, M., & Johnson, C. (1994). Teaching Business

CJR- B U S I N E S S E N G L I S H 10
 English. Oxford: Oxford University Press
 Hutchinson, Tom & Waters, Alan (1987). English for
Specific Purposes: A learner-centered approach.
Cambridge University Press.
 Michael Thundercliffe, Current Trends in Teaching
and Learning Business English: Adapting to
Internationalisation,
http://www.scribd.com/doc/37409071/Current-
Trends-inTeaching-and-Learning-Business-English.
 Planken, B., van Meurs, F. & Radllińska, A. (2001).
The Effects of the Use of English in Polish Product
Advertisements: Implications for English for Business
Purposes. English for Specific Purposes. 29(4), 225–
242. doi: 10.1016/j.esp.2010.06.003.
 Robinson, P. (1991) ESP Today: a Practitioner’s
Guide. Hemel Hempstead: Prentice Hall
 Wright, C. (1992). The Benefits of ESP: Cambridge
Language Consultants.
www.camalang.com/art001.htm Retrieved on
December 15, 2018

JOURNAL 2
1 Title For English Not as an International But as an Intercultural
Language among Students in Distribution Science Business
English Programs.
2 Journal Journal of Distribution Science
3 Download https://www.koreascience.or.kr/article/JAKO201816357066069.pdf
4 ISSN 2093-7717
5 Volume and Pages Hal 5-10
6 Year 2018
7 Author Kang-Young Lee
8 Reviewer Widya Cristina Sihombing
9 Date November 13, 2020
1 Research Abstracts Purpose – The recent establishment of many varieties of
0 English language in the globe has created many models of
English such as world Englishes (WEs), English as a Lingua
Franca (ELF), English as a family of languages, and English
as an Intercultural Language (EIcL). Among the models, the
present study highlights ‘English as an intercultural language
(EIcL)’ in relation to distribution science business English
teaching to elucidate what EIcL is and why it is critical and
how it can be realized in the business English classrooms.
Research design, data, and methodology – This study look
into the EIcL paradigm that empowers all active users to view
English as universal and at the same time enables them to

CJR- B U S I N E S S E N G L I S H 11
 develop critical skills to bridge intercultural gaps or to cross
borders. Results – Rather than just focusing on an acquisition
of standardized English(es), EIcL serves as a major contextual
factor facilitating success in getting competence among the
different English languages. Conclusions - EIcL is a
promising and ultimately rewarding approach to the
contemporary business English teaching arena. EIcL should
be achieved through policies, textbooks or living abroad, and,
above all, learners/teachers’ active awareness and
understanding’ of the EIcL mainstreams.
-Research purposes The recent establishment of many varieties of English
language in the globe has created many models of English
such as world Englishes (WEs), English as a Lingua Franca
(ELF), English as a family of languages, and English as an
Intercultural Language (EIcL). Among the models, the
present study highlights ‘English as an intercultural language
(EIcL)’ in relation to distribution science business English
teaching to elucidate what EIcL is and why it is critical and
how it can be realized in the business English classrooms.
-Research subject English as a language family, and English as an Intercultural
Language (EIcL) are intended for students and teachers who
are in contemporary Business English teaching classes.
-Assesment Data -
-Keywords English as an Intercultural language, the EIcL Teaching
Paradigm.
1 Preliminary
1
-Background English language has found itself into “the most widely
and Theory taught, read, and spoken language that the world has ever
known” (Kachru & Nelson, 2001, p.9). Qiong (2004) reports
that, by 2050, more than half the population around the world
is becoming communicatively literate and proficient in
English. This rapid global prevalence of the language has
incurred many new forms, functions, and norms of
English(es) incubated within its sociolinguistic and
sociocultural context. This also has prompted an increased
focus on the study of all the Englishes under such models as
World Englishes (WEs), English as an International Language
(EIL), English as a Lingua Franca (ELF), English as a family
of languages, and English as an intercultural language (EIcL).
Each model posits a wide range of interpretations and a fair
amount of disagreement about what the implications of this
phenomenon are and how English should be viewed, taught,
learned and used in today’s globe. If seen from a more
traditional view, the inner circle of Kachru’s (1985, 1998)
Concentric Circles of World English represents the bullseye

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 of a target that those in the outer and expanding circles should
endeavor to hit; that is, the goal of learning/educating English
is to achieve and adhere to native English speaking (NS)
standards, norms, and values. Sifakis (2004) illuminates this
perspective when, in describing his view of EIL, he brings up
the notion of N-bound comprehensibility, which is concerned
with “regularity, codification, and standardness” as defined by
NSs of the language (p.239). This approach ensures a certain
degree of uniformity in how English is used and maintains the
influence that inner circle countries have on other parts of the
world.
1 Research Methods
2
- Research Steps to teach intercultural language competence in the language
classroom in a way that fosters comparison, reflection,
and the integration of authentic intercultural experiences into
student cultural identities. Among these methodologies,
models Liddicoat and Crozet (2001) for intercultural language
learning / teaching consists of four steps:
1. awareness raising (the stage where learners are
introduced to new linguistic and cultural input)
2. experiment (stage to help improve the knowledge of
students who have just acquired through experienced
learning
3. production (stages to apply in real-life situations, and
feedback
4. feedback (the stage to reflect on the experience of
acting like native speakers in the production phase and
to enable students to find their place between language
and culturetheir first and their second language). In
particular, each step is equipped with a role that
students and teachers can play optimally in each
classroom along with materials and activities. Also, all
models have common features which can be seen as
the basis for a methodology known as 'intercultural
language learning / teaching [English].' These
common features are; cultural exploration, cultural
comparison, cultural acquisition, negotiation
(integration) of one's 'third place' among cultures.
- Research result The result of the research is to increase the awareness of the
teaching staff in order to maximize the way of teaching and to
make each student proficient and proficient in pronunciation
in order to make bonds between one culture and so that
English is very influential on interculturalism
- Research Discussion The thing that needs to be discussed in this study is how
serious a teacher is in teaching so that the students or students

CJR- B U S I N E S S E N G L I S H 13
 they teach have proficiency in English so that the teaching
staff will be considered more effective in delivering the
material under study.
- Bibliography  http://dx.doi.org/10.15722/jds.16.11.201811.5
 Professor, English education section, the Division of
Creative and Convergent Education, Chungbuk
National University, Korea. Tel: +82-43-261-3746. E-
mail: kangyounglee@cbnu.ac.kr
1 Journal Analysis
3
-Research Power The strength of this journal is that the research steps
used are very good because it is for the development
of English as a family of language, and English as an
Intercultural Language (EIcL) so that language culture
in every English language teaching in the classroom
can take place properly without any errors in the
English language. the.
English as a cultural base is very good so that each
individual knows how to speak properly and correctly.
-Research Weaknesses  deficiencies in research journals English as a family of
language, and English as an Intercultural Language
(EIcL), the author does not provide advice on
problems faced by a teacher in teaching.
 Lack of reciprocal response or feedback between
students and teaching staff, making it difficult for
teachers to know what difficulties a student is facing.
1 Conclusion This article has articulated what EIcL is, consists of, and why
4 it is pivotal for today’s ever-growing business English
teaching arena. Such EIcL mainstreams as knowledge,
behaviors, attitudes, and critical awareness have been reported
to be essential for being competent in getting success in EIcL.
The mainstreams can be achieved in its classrooms; that is,
some methodologies entailing cultural exploration,
comparison, acquisition, and negotiation (integration) of
one’s own third place between cultures. EIcL serves as a
major contextual factor facilitating success in getting
competence/proficiency among Englishes. EIcL has become
indispensable, for real intercourses via many recognized
varieties of Englishes are unavoidably all situation-specific
and user-/nonnative speaker-centered since the postmodern
era, rather than just focusing on an acquisition of standardized
English(es). Active and positive research on EIcL can shed
light on the way learners from different speech and cultural
backgrounds communicate with other NNSs or NSs in
English or on more elaborate ways of establishing mutual
comprehensibility while withholding speaker’/user’s cultural

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 identity and upholding the place of the ‘intercultural zone’
when they can safely/comfortably put themselves into the
realm of the ‘ethnorelative attitude’ and truly enjoy the
comprehensibility. Some further considerations/research on
EIcL have been actively suggested. Sifakis (2004) has
questioned learners’ attitudes regarding
 the issue of ownership of English and its status in
intercultural communication
 standard English pronunciations (i.e., RP (i.e.,
received pronunciation, meaning the standard accent
of England) or General American?, Is a native-like
important to them?, how do learners view his/her own
accent or react to other NNSs’ accents?, do they
prefer his/er national/cultural identity to be evident or
concealed through their own accent?).
Other researchers (Alred et al., 2002; Jenkins, 2003; Liaw &
Johnson, 2001) have also mentioned about the scarcity of
EIcL materials and called for the availability of appropriately-
designed in-class and out-of-class coursebooks. EIcL is a
promising and ultimately rewarding approach to the
contemporary business English teaching arena. EIcL can be
achieved also through ‘policies’ (Sercu, 2003) and ‘materials
or living abroad’ (Byram & Zarate, 1996). However, most
importantly, without ‘learners/teachers’ awareness and
understanding’ of the EIcL mainstreams, learners’/speakers’/
users’ intercultural knowledge, behaviors, and attitudes along
with their critical thinking are all put into danger.
1 Suggestion Suggestions in this study, it is better if in developing
5 intercultural in the form of knowing carefully how the proper
teaching is given by the teaching staff as the material provider
so that it provides accurate material and students have no
trouble learning by themselves.
1 Reference  Alred, G., Byram, M., & Fleming, M. (Eds.). (2001).
6 Language in intercultural communication and
education. Bristol, England: Multilingual Matters.
 Byram, M. (1988). Foreign language education and
cultural studies. Language, Culture, and Curriculum,
1, 15-31. Byram, M. (1989). Cultural studies in
foreign language education. Bristol, England:
Multilingual Matters.
 Byram, M. (1997). Teaching and assessing
intercultural communicative competence. Bristol,
England: Multilingual Matters.
 Byram, M., & Zarate, B. (1997). Defining and
assessing intercultural competence: Some principles
and proposals for the European context. Language

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 Teaching, 29, 14-18.
 Canagarajah, S. (2006). Changing communicative
needs, revised assessment objectives: Testing English
as an international language. Language Assessment
Quarterly, 3, 29-42.
 Choudbury, M. H. (2013). Teaching culture in EFL:
Implications, challenges and strategies, IOSR Journal
of Humanities and Social Sciences, 13(1), 20-24.
 Corbett, J. (2003). An intercultural approach to
English language Teaching. Bristol, England:
Multilingual Matters.
 Cormeraie, S. (1998). From theoretical insight to best
practice for successful intercultural education: The
crucial transmission. In D. Killick & M. Parry (Eds.),
Cross-cultural capability: The why & the means: New
theories & methodologies on language education.
Paper presented at the conference at Leeds
Metropolitan University. Dec. 1998, Leeds: Leeds
Metropolitan University.
 Crawford-Lange, L. M., & Lange, D. L. (1984). Doing
the unthinkable in the language classroom: A process
for integrating language and culture. In T. D. Higgins
(Ed.), Teaching for proficiency: The organizing
principle (pp. 139-177). Lincolnwood, ILL: National
Textbook.
 Crozet, C. (1996). Teaching verbal interaction and
culture. Unpublished Master of Arts, Australian
National University, Canberra, Australia.
 Crozet, C. (1998). Teaching verbal interaction and
culture in the language classroom. Australian Review
of Applied Linguistics, 19, 37-58.
 Giroux, H. A. (2005). Border crossings: Cultural
workers and the politics of education (2nd Ed.). New
York, NY: Routledge.
 Green, R. (2017). Strategies that promote English as
an Intercultural Language (EIcL) in the Korean
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13(1), 65-96.
 Green, R., & Lee, K. Y. (2016). The World Englishes
paradigm: A study of Korean university students’
perceptions and attitudes. English Teaching: Practice
& Critique, 15(1), 155-168.
 Jenkins, J. (2009). English as a lingua franca:
Interpretation and attitudes. World Englishes, 28(1),
200-2007.
 Jenkins, J. (2003). World Englishes. London,

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 England: Routlege.
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