In recent times, anyone involved in TESOL will have become aware of debates about exactly what kind of English should be taught. In a context in which debates rage about World Englishes, English as a lingua franca (ELF), and Global Englishes (GE), exactly what variety or varieties of English should be adopted as the model for students to follow? What are the implications for ELT and its associated learning materials and syllabuses if the great majority of communication across the globe in English takes place between those who are not ‘native speakers’ of the language? The two books reviewed here address questions of this sort, with both ultimately seeking to provide practical suggestions for classroom teachers. One...