英语成为国际通用语言，从语言本身看，它简单易学，使用率高。从历史来看，英语在许多**与地区都是通用或官方语言之一。英语*终在19世界末期成为了世界通用语。如今，世界正处于大众传媒时代，国际通用语的概念显得越发重要。英语是一门好学、好懂、好说的语言。类似匈牙利语这种复杂的语言成为世界通用语的可能性就很小。本教材结合相关理论从英语的全球化、全球化与英语的传播、跨语言翻译、全球英语导向评估、全球化英语-态度与认同、中国英语的教育的未来、全球英语与语言教学等几个方面阐述了英语作为国际通用语言，它的发展历史、语言本身的特点、对其他语言的影响等做了比较深入的阐述，尤其对当下互联网时代关于英语教学的思考具有很大的启发和促进作用。

Chapter 1 Globalisation and the Spread of English Section I Theoretical Overview 1.1 Curent Theorisations About Globalisation 1.2 The Global Spread of English Through the Prism of Globalisation . 13 Overview of the Book Section II Expanded Readings 2.1 Reading 1 2.2 Reading 2 2.3 Reading 3 Chapter 2 World Englishes Section I Theoretical Overview 1.1 Phase One ( 1970s- 1980s ) 1.2 Phase Two (1980s-Late 1990s) 13 Phase Three ( 1990s Onwards) Section II Expanded Readings 2.1 Reading 1 2.2 Reading 2 Chapter 3 China English Section I Theoretical Overview 1.1 Phase One : Defining China English 1.2 Phase Two: Describing China English 1.3 Phase Three: Developing China English Section II Expanded Readings 2.1 Reading 1 2.2 Reading 2 2.3 Reading 3 Chapter4 ELF and EIL Section I Theoretical Overview 1.1 The Overlaps of WE, ELF, and EIL 1.2 Development of ELF 13 Research Domains of ELF 1.4 Development of EIL 1.5 ELF and EIL in China Section II Expanded Readings 2.1 Reading 1 2.2 Reading 2 2.3 Reading 3 Chapter 5 Translanguaging Seetion I Theoretical Overvew 1.1 Defining Translanguging 1.2 Difrentating Transla nguaging 1.3 Theorising Translanguaging 1.4 Describing Translanguaging Practice 1.5 Conclusion Section II Expanded Readings 2.1 Reading 1 2.2 Reading 2 Chapter 6 Global Englishes and Language Teaching Section I Pre-reading Activities Section II Introduction 2.1 The Global Englishes Language Teaching Frame work 2.2 WE-infomed Language Teaching 2.3 ELFinformed Language Teaching 2.4 ElL-infomed Language Teaching 2.5 T ans languaging informed Language Teaching Section III Post -reading Activities Chapter 7 Global Englishes-oriented Assessment Section I Pre-reading Activities Seetion IIIntroduction 2.1 English Language Assessment: A Big Picture Perspective 2.2 Global Englishes and Language Assessment 2.3 Proposals of GE-informed Asse sment 24 International Standard English Language Proficiency Tats 2.5 Challenges of GE informed Assessment Section III Post -reading Activities Chapter 8 Global Englishes and Teacher Education Section 1 Pre-reading Activities Section II Introduction 2.1 The Need for GE-informed Teacher Education 2.2 Teacher Cognition in Teacher Education: The Need for a Shift in TeacherCognition 2.3Review of GE-aware Teacher Education Model 2.4 Five Context-based Teacher Education Programmes Based on the ELF-aware Model 2.5 Challenges and Future Directions of GE-aware Teacher Education Section III Post-reading Activities Chapter 9 Global Englishes : Attitude and ldentity Section I Pre-re ading Activities Section II Introduction 2.1 Understanding L anguage Altitudes 2.2 Language Altitude and Identiy Section III Post-reading Activities Chapter 10 The Future of English and English Education in China Section I Pre-re ading Activities Section II Introduction 2.1 The Constructions of English in Chinese History 2.2 Globalisation 4.0 2.3 Future of English Education in China 2.4Concluding Remarks Seetion III Post-reading Activities References