Just how many millions are there? China’s huge English-knowing population of 200–350 million is often cited as evidence of the language being nativized in the world’s most populous country. We may note, however, that the words user and learner are used interchangeably in reference to its speakers of English. When however the focus is on the nativization of English in China, a country in Kachru’s ‘Expanding Circle’ of Englishes, it is imperative to distinguish between users and learners of the language. Kachru points out that institutionalized varieties of English in Outer Circle countries have four functions: the instrumental, the regulative, the interpersonal, and the imaginative/innovative. For English to perform any such functions, there needs to be a large number of proficient bilingual users of the language – which seems not to be the case in China, where English is primarily learned in the classroom as a foreign language. This means that college graduates should have learned the most English, but some constraining factors have prevented the majority of them from obtaining an advanced level of proficiency.

WE ARGUE here that a ‘paradigm gap’ has prevented recent research into world Englishes (WEs) and contrastive rhetoric (CR) from being mutually useful, and suggest particular areas in which insights from CR may benefit in particular the study of WEs. English in its standard ‘native’ form(s) is fast becoming the world’s lingua franca of science, commerce, the mass media, and entertainment. As a result, its non-native uses and users have become significant in at least the following eleven fields: applied linguistics, sociolinguistics, critical linguistics, contrastive rhetoric, second language acquisition, traditional English studies, lexicography, mass communication studies, cultural studies, pragmatics, and text linguistics (cf. Bolton, 2003a). We hope that the present study will contribute to the debate.

Some reflections of a practising non-native speaking English teacher. Ten years ago, in a job interview for a teaching post in a government school, The writer was asked: ‘Do you think the government should recruit more native English-speaking teachers so as to boost the English standard of Hong Kong students?’ My answer took the interviewers by surprise: ‘No, I think the money should be spent on training local teachers who are more able to understand the needs of students learning English as a second or foreign language. I believe good English doesn’t necessarily mean British or American English. If we see English as an international language, anyone capable of using it as an effective communication tool can potentially be a good English teacher.’ I got the job, but there are still a few questions in my mind.

Poem in memoriam: Maningning Miclat : an established Pilipino woman painter and poet, born in Beijing in 1972, committed suicide in Manila in 2000.

A teacher of EFL takes up RFL, and all on his own.

THE AIM of this paper is to study the rhetorical use of tense and voice in research writing undertaken in both English and Arabic medical research. Six reports (three by native speakers of English, three by native speakers of Arabic) were analysed, all being typical of texts containing functional information. Moreover, several medical prescriptions were also analysed. The analysis showed important differences between medical English and medical Arabic, in terms of tense, voice and the use of modals. The study concludes with a number of practical and research recommendations.

A short guide to formal address in English

THE ORIGIN of this article, and of the first of its two topics, was the inclusion of relative pronouns that seemed to the author unnecessary and burdensome. He had been reading, out of duty rather than for pleasure, some texts written by professional classicists and grammarians and began to be aware that these writers, from Britain and the USA, nearly always included relative pronouns when they were not grammatically obligatory and where sometimes not having them would, in his view, have been to the benefit of the sentence.

THIS ARTICLE addresses differences in meaning that are current in English as it is used along the West African coast. It is not uncommon for an ESL teacher to be confronted with such questions as, ‘Is that what “stranger” means?’ or such responses as, ‘Sir, I do not have a “belly”!’ However, in this context, a sound knowledge (or simply an awareness) of new meanings attached to old words may save some embarrassment. This paper proposes that, for the sound and successful teaching of English as a second language in West Africa, teachers should acquaint themselves with such usages.

Over the past few decades, studies of dialect levelling have concluded that phonological convergence amongst varieties of British English is rife. This review attempts to demonstrate the opposite, in the variety of English spoken in Liverpool. Despite various media reports predicting the death of Liverpool English, evidence is provided here that the variety appears to be resisting the innovation of ‘T-glottalling’, a feature which is frequent elsewhere, and instead shows signs of divergence from any kind of supra-local regional norm.

In 1986, I was interviewed by a long-standing colleague and friend, Arnold Pitt, for the British journal The Esperanto Teacher. As editor of that periodical he referred to the journal I had recently begun to edit, English Today, as ‘the other ET’. His interview questions began with English worldwide, and ended with his key concern, Esperanto as a (or the) world’s auxiliary language. I have always had a strong fellow feeling for ‘Esperantism’. Many artificial languages have been ‘manufactured’ for commendable philanthropic reasons, but only Esperanto has had any kind of impact on the world, and, to my mind, it is admirable in its cosmopolitanism. That said, however, my views on the pre-eminence for good and/or ill of English and, sadly, the limited prospects of Esperanto have not changed in the twenty years since that interview. The interview is therefore reprinted here with some further reflections [in square brackets]. Comments are welcomed.