LAUSR

This textbook by Jennifer Jenkins offers a comprehensive and an updated introduction into a rapidly developing field of study called World Englishes. This is the third edition previously published as World Englishes. Because English has grown in importance as a major lingua franca on the global arena, the revised version extends its scope to comprise the discussion of English in international contexts where it is used primarily amongst non-native speakers. The book can be recommended as a major reading in sociolinguistic courses at the undergraduate level in addition to other classics such as, for instance, Schneider (2011). In a way, the two textbooks, I believe, complement each other very well as the latter focuses on the historical development of English world-wide and the former contains more discussion on the most recent trends attested globally. With that said, I am also very tempted to recommend it to high school teachers working with upper-intermediate and advanced learners of English as the general topic treated here is rapidly developing into an important societal issue. The textbook is divided into fourmajor parts following the traditional template of this book series: A Introduction; B Development; C Exploration; D Extension. The first section of the book sets out the main concepts employed in the field of World Englishes. The second section consolidates the knowledge acquired in the first part of the book. The main goal of the third section is to provide the reader with linguistic examples and language data stemming fromWorld English research. This section also helps students to get onwith their own projects in the field. The final section of the textbook offers a fine selection of texts on themain topics discussed in the book. The texts are written by leading experts, thereby offering the reader an opportunity to contrast her newly acquired knowledge in a given area with the opinions voiced by the key players in the field. All the topics covered in the book are supplementedwith recommendations for further reading (pp. 249, 250). Sections B, C, and D contain a plethora of activities aiming at consolidating and expanding on the learner’s knowledge. Some of these are well suited for self-study; others can be used as classroom activities in order to activate students and to encourage critical sociolinguistic thinking and metalinguistic awareness. Furthermore, the book is supplemented with a glossary of linguistic terms, which the reader might finduseful.Clearlystructuredandwritten inaveryaccessible manner, Jenkins’ textbook has many offerings for trained linguists, teachers of English and more general public interested in the study of language. The space does not allow me to provide an in-depth analysis of this work. In the remainder of this article, I will thus focus on some specific issues that caught my attention as I was perusing the text. I hope the reader will find them useful. Firstly, Section A contains a very succinct yet useful overview of the historical context accompanying the development of what Jenkins calls Global Englishes. The shift in focus from the ‘nation bound’ to more subtle spaces that English occupies in the modern world is also very informative. It actually invites the sociolinguist to reconsider the categories that she is operating with while reconstructing the local realities of English around the globe today. To illustrate this point, I am currently working on a project exploring variation in the domain of quotative marking in a German student