{"id":261989,"date":"2026-07-13T18:44:37","date_gmt":"2026-07-13T15:44:37","guid":{"rendered":"https:\/\/1kitap1.com\/en\/global-englishes-a-resource-book-for-students-4th-ed-jennifer-jenkins\/"},"modified":"2026-07-13T18:44:37","modified_gmt":"2026-07-13T15:44:37","slug":"global-englishes-a-resource-book-for-students-4th-ed-jennifer-jenkins","status":"publish","type":"post","link":"https:\/\/1kitap1.com\/en\/global-englishes-a-resource-book-for-students-4th-ed-jennifer-jenkins\/","title":{"rendered":"Global Englishes A Resource Book For Students 4th Ed – Jennifer Jenkins"},"content":{"rendered":"
\"<\/figure>\n

The candidates would then have to decide whether or not they considered them- selves ready, communication\/language-wise, to enter a particular programme in a particular disci\u200bpline\u200b\/depa\u200brtmen\u200bt\/uni\u200bversi\u200bty\/co\u200buntry\u200b. What we are advocating, then, is taking university entry English language decisions away from the external TEST- MAKERS and putting them in the hands of the TEST-TAKERS as well as of those who will subsequently teach them.<\/p>\n

In effect we are suggesting, extending the democratic principle advocated by Shohamy (2001), that we should be putting the control, design and use of language assessment directly in the hands of the key stakeholders \u2013 students and teachers by means of giving teachers the responsibility for selecting the assess- ment materials, and students the responsibility for deciding whether they should \u2018pass\u2019 the assessment.<\/p>\n

Such assessment would have two major advantages. Firstly, candidates would ben- efit from the process of the assessment itself, by being presented with the kinds of situation and materials they will subsequently meet\/use in their studies, and learning more about their prospective field of study via the experience. [\u2026] Secondly, whereas existing standardized tests have often proved unsuccessful at predicting a candidate\u2019s readiness\/suitability for university study (see [\u2026] Ducasse and Brown, 2009 on IELTS and Brooks and Swain, 2014 on TOEFL, among others), if the entry decision was left to the candidates, aware of the high cost to themselves in terms of both time and money, they would be less likely to award themselves a high score if they thought it was unwarranted and doubted their ability to manage on the programme in ques- tion.<\/p>\n

[\u2026] Likewise, there would be less likelihood of universities accepting unsuit- able \u00adcandidates simply for financial gain. There would also be a third advantage, one for the \u2018test-makers\u2019 themselves: the opportunity to participate in a new wave of test materials design.<\/p>\n

\n

\u201cThis new and revised edition of Global Englishes lives up to the success of previous editions, with the authors outlining a concern to expand the scope of themes in the area as a whole, offering the reader an even richer material and, in many aspects, bril- liantly locally situated. Throughout the manuscript, we come across themes and issues anchored in sensitive grounds which stimulate, among many reflections, a critical view in relation to the political, ideological, and pedagogical implications of the expansion of English around the world, its condition as a global lingua franca, contemplating, for instance, the production of knowledge in the field in commonly invisible contexts such as Latin America.<\/p>\n

An excellent and always timely resource for teachers, students, and teacher trainers that is renewed and will certainly serve as a reference not only for differentiated ELT practices, but also for the investigative work of researchers in all parts of the planet.\u201d S\u00e1vio Siqueira, Bahia Federal University, Brazil \ufeff GLOBAL ENGLISHES Routledge English Language Introductions cover core areas of language study and are one-stop resources for students. Assuming no prior knowledge, books in the series offer an accessible overview of the subject, with activities, study questions, sample analyses, and commentaries.<\/p>\n

Global Englishes, Fourth Edition has been fully revised and updated and provides an introduction to the subject that is both accessible and comprehensive. Key features of this best-selling textbook include: q coverage of the major historical, linguistic, and sociopolitical developments in the English language from the start of the seventeenth century to the present day; q exploration of the current debates in Global Englishes, relating to its uses as a post-colonial language in Asia and Africa, a mother tongue in the US, UK, and Antipodes, and lingua franca across the globe, with a strong emphasis on China; q new material on Latin America, English as a Lingua Franca, and English Medium Instruction; q a range of texts, data, and examples drawn from emails, tweets, and newspapers; q readings from key scholars including Alastair Pennycook, Henry Widdowson, and Lesley Milroy; q updated online support material providing additional materials that are closely linked to each unit of the book.<\/p>\n

Global Englishes, Fourth Edition provides a dynamic and engaging introduction to this fascinating topic and is essential reading for all students studying Global Englishes more broadly, English as a Lingua Franca specifically, and the factors involved in the spread of English in the world today.<\/p>\n<\/blockquote>\n

This is a short excerpt from the opening of “” by Unknown, quoted for review and introduction purposes. All rights belong to the copyright holders.<\/em><\/p>\n

\n
\n

Table of Contents<\/p>\nToggle<\/span><\/path><\/svg><\/svg><\/span><\/span><\/span><\/a><\/span><\/div>\n