The diverse, globalized uses of English as an international language (EIL) or lingua franca (ELF) have proliferated over the past few decades, but arguably this reality has not been fully reflected in commensurate changes within the teaching and learning of the language(s). Other single‐volume texts have attempted to address implications for practice, for instance McKay (2002), Kirkpatrick (2007), and Matsuda (2017). In this book, the authors seek to develop their earlier conceptualization of Global Englishes for Language Teaching (GELT), particularly as expounded in Galloway and Rose (2015), with the ambitious goal of synthesizing an array of literature and research into coherent proposals for innovation and change within the profession.

The book is structured as two parts, aimed at both teachers and researchers, which serve to first introduce the conceptual framework, then to present examples of research studies based on pedagogical innovation in practice, with implications for the field. The preface and chapter 1 outline the scope of the case being developed, clarifying the use of “umbrella terms” Global Englishes and GELT and the aim of “uniting the paradigms” (p. 11), embracing discussions of nativeness, intercultural awareness, and translanguaging within contemporary sociolinguistic perspectives on language and pedagogy.

Part I contains insightful summaries of extensive literature on the TESOL curriculum, second language acquisition (SLA), and innovation theory as applied to GELT goals, encapsulated here as “to prepare students to use ELF” (p. 39). The chapter on SLA, for example, could prove useful for teacher educators seeking ways to address the complex implications of the “multilingual turn” for practice. The authors appear sensitive to the risks inherent in their approach, hoping to avoid “alienating teachers with our critical perspectives” (p. 29); a potential criticism they are wise to acknowledge. The question of barriers to change, or resistance to innovation, is raised throughout the book, though arguably the responses to these legitimate practical concerns could be more precise and contextualized.

In part II, chapter 5 presents a persuasive argument for GELT‐focused research, addressing some aspects of methodology and substantive areas for future studies to explore. The following three chapters, on teaching materials, teacher education, and English‐medium instruction (EMI), form the tip of the “GELT research iceberg” (p. 222) that the authors hope will subsequently reveal significant further innovation and research‐informed change. There is a considerable level of detail included here, offering points of discussion for teacher education or professional development sessions with an action research focus. However, there is a sense that the addition of a brief concluding chapter might have been useful, returning to the central issues and mission identified as the prime purpose of the book.

Although the text is generally well focused for its likely audience, the editing and written style could be sharper, perhaps reducing the number of citations, which can be distracting; the reference sources are obviously a useful guide for readers wishing to follow up these themes, yet this purpose could be achieved more concisely. The book is rightly critical of others for lacking practical suggestions for the application of proposed innovations in curriculum, teaching, and assessment. However, the default position here appears to be that of encouraging more, particularly teacher‐led, action research. This call is clearly justified, yet busy practitioners may prefer to engage with some of the additional resources on offer in the companion website to the authors’ previous (2015) volume.

Rose and Galloway present a compelling, if at times assertive, case for embracing a GELT perspective on teaching and research. There are repeated calls for a paradigm shift and a GELT ideology to supplant those associated with standard language and native speaker norms. These arguments certainly need making, and this book articulates a persuasive message and rationale; however, for the ambivalent or sceptical practitioner, there is potential for the occasionally polemical tone to exacerbate the divides so clearly identified. Perhaps more explicit recognition could be signalled that not all readers may see the ideas proposed here as necessarily "innovative" or progressive. As pertinently noted, “a degree of scepticism about change is unsurprising” (p. 191), and conflict between theory and practice endures in many real TESOL/ELT contexts. The authors make a strong claim for GELT to help bridge these perceived gaps, and for the teaching of English as global form of lingua franca communication to “continue its transformative journey” (p. 222) alongside the continuously changing needs of its learners.

在过去的几十年中，英语作为一种国际语言（EIL）或通用语言（ELF）的多样化，全球化的使用激增了，但是可以说，这种现实并未完全反映在英语的教与学中的相应变化中）。其他单卷本也试图解决实践的问题，例如McKay（2002），Kirkpatrick（2007）和Matsuda（2017）。在这本书中，作者力求发展他们对全球语言教学的早期概念（GELT），特别是在Galloway and Rose（2015），其雄心勃勃的目标是将一系列文献和研究成果综合在一起，以形成针对该行业内创新和变革的一致建议。

本书分为两部分，分别面向教师和研究人员，它们首先用于介绍概念框架，然后介绍基于实践中的教学创新的研究实例，并对该领域产生影响。前言和第一章概述了案件的范围，阐明了“伞语”，全球英语和盖尔特语的使用以及“统一范式”（第11页）的目的，包括对本土性，跨文化意识和在当代社会语言学角度对语言和教学法进行翻译。

第一部分包含有关TESOL课程，第二语言习得（SLA）和适用于GELT目标的创新理论的广泛文献的有见地的摘要，在这里被概括为“准备让学生使用ELF”（第39页）。例如，关于SLA的一章可能对寻求解决“多语言转向”对实践的复杂影响的方法的教师教育者很有用。作者似乎对自己的方法所固有的风险很敏感，希望避免“使老师与我们的批判性观点疏远”（第29页）；他们很明智地承认潜在的批评。整本书中都提出了变革壁垒或抵制创新的问题，尽管可以说，对这些合理的实际问题的回答可能更加精确和具体化。

在第二部分中，第5章介绍了以GELT为重点的研究的有说服力的论点，讨论了方法论的某些方面和将来研究的实质性领域。接下来的三章，涉及教材，教师教育和英语中等授课（EMI），构成了“ GELT研究冰山”（p。222）的技巧，作者希望随后能揭示出重大的进一步创新和研究信息更改。这里包含了相当多的细节，为教师教育或专业发展会议提供了讨论重点，并以行动研究为重点。但是，从某种意义上说，增加一个简短的总结性章节可能是有用的，回到被认为是本书主要目的的核心问题和使命。

尽管文本通常针对可能的读者集中注意力，但编辑和书写风格可能更清晰，可能会减少引文的数量，这可能会分散注意力；对于希望跟进这些主题的读者，参考资料显然是有用的指南，但是可以更简洁地实现此目的。这本书正确地批评了其他人，因为他们缺乏在课程，教学和评估中应用拟议创新的实用建议。但是，这里的默认位置似乎是鼓励更多的活动，特别是由老师领导的行动研究。这个电话显然是合理的，但是繁忙的从业者可能更喜欢使用伴随网站上作者提供的其他一些资源（之前，2015年）。

Rose和Galloway提出了一个引人入胜的，有时甚至是断言的案例，证明了GELT在教学和研究方面的观点。人们不断要求范式转变和GELT意识形态取代那些与标准语言和母语使用者规范相关的规范。这些论点肯定需要提出来，这本书阐明了有说服力的信息和理由。但是，对于矛盾的或持怀疑态度的从业者，偶尔的辩论性语调有可能加剧如此清楚地表明的分歧。也许表明了更明确的认识，即并非所有读者都认为此处提出的思想必然是“创新”或进步的。正如相关指出的那样，“对变化的某种程度的怀疑是不足为奇的”（第191页），理论和实践之间的冲突在许多真实的TESOL / ELT环境中仍然存在。作者强烈要求GELT帮助弥合这些可察觉的差距，