From the title of this book, one might expect a review of English teaching methodologies. Although teaching methods are discussed, the book actually sets out to define English as an international language (EIL), as opposed to a second or foreign language (L2), and through this lens, carefully reexamines every aspect of English teaching and learning.

The book consists of five chapters, an introduction, and a conclusion, each of which examines a particular aspect of the phenomenon of teaching and learning EIL. In the introduction, McKay outlines the issues that the book covers: (a) the identification of various English learners and their goals, (b) the relevance of using native speakers as a norm for research and instructional goals, (c) the cultural basis of texts and materials, (d) the issue of maintaining intelligibility in an international language, and (e) the degree to which EIL teaching methods should reflect Western cultures of learning.

The first chapter, “English as an International Language,” defines an international language and its features, giving several examples of the spread of English into numerous discourses worldwide. Negative effects, including the exclusionary socioeconomic power of English and possible factors that may impede its spread in the future, are also considered. Using Kachru's categorization of inner, outer, and expanding circle countries, McKay also contends that the current trend of macroacquisition calls for concentration in new research areas—for example, bilingualism and speech communities.

Chapter 2, “Bilingual Users of English,” begins with the observation that L2 or multilingual users of English will soon outnumber first language or monolingual users. Based on this premise, McKay proceeds to problematize the definition of native speaker (NS) and to question its relevance for both SLA research and pedagogical purposes. She explores the NS ideal's impact on bilingual teachers and enumerates often-overlooked advantages that bilingual teachers bring to their profession.

Chapter 3, “Standards for English as an International Language,” begins with a review of the debate over standards in English and presents various definitions thereof, without specifying which ones should be adopted. The bulk of the chapter reviews research done on local varieties of English lexicon and grammar. It concludes that, although most fears regarding intelligibility center on grammatical innovation, lexical and phonological variation actually occur more often. Pragmatic and rhetorical competences are also examined, and the demand for conformity to Western cultural pragmatics and rhetorical conventions is questioned.

“Culture in Teaching English as an International Language” is the title of chapter 4, which examines culture in teaching and culture as it is embedded in teaching materials. Practical advice is given on how to develop awareness of diversity within cultures and how to help students reflect on their own culture vis-à-vis that of others. Teaching materials are examined through various combinations of source- and target-culture teachers, students, and materials. Finally, culture in discourse communities, as in English for Specific Purposes, is discussed as the greatest potential sphere for creating an international culture.

Chapter 5 reflects on “Teaching Methods and English as an International Language.” The spread of communicative language teaching (CLT) through English teaching and various critiques of the method are presented. The main argument is that one should not assume that a single teaching method (e.g., CLT) is appropriate in all teaching and learning contexts. The notion of a culture of learning is promoted.

McKay's conclusion, “Rethinking Goals and Approaches,” succinctly summarizes the major points elaborated in the book on developing a theory of EIL, teaching goals, and approaches to teaching EIL. Through a wide review of studies in many parts of the world, the book develops a strong case for shifting the ownership of English away from an inner circle or NS monopoly. This shift would require a reconsideration of SLA research assumptions and methods. The book provides powerful cause for reflection among those teaching English to multilingual users, creating curriculum and materials for English courses, or conducting research in the field of English language acquisition.