The study of World Englishes – a field that explores the global diversification of the English language – has seen significant growth in recent decades. Scholars like Braj Kachru (Reference Kachru, Quirk and Widdowson1985) have developed models that help conceptualize how English has spread across the world and adapted to various local contexts. A central issue in this research has been the legitimacy and recognition of the different varieties of English that have emerged outside of the traditional Inner Circle countries. The Inner Circle refers to native-speaking countries where English is the first language, such as the United States, the United Kingdom, and Australia. In contrast, countries in the Expanding Circle, such as China, use English as a second or foreign language and have developed their own unique varieties of English influenced by local cultures, histories, and educational systems.

In Emerging Englishes: China English in Academic Writing (2025), Alex Baratta, Rui He and Paul Vincent Smith make a significant contribution to the field by examining the linguistic features and status of ‘China English’ in academic writing. This book contributes to the growing body of research on Englishes in the Expanding Circle (e.g., Fang Reference Fang2017, He & Li Reference He and Li2009; Kirkpatrick and Zhichang Reference Kirkpatrick and Xu2002), and its methodological approach – primarily corpus-based text analysis combined with surveys and focus groups – aligns it with applied linguistic traditions that seek to map the evolution of English as a global language.

The book is structured into five chapters, each addressing a key aspect of China English's development. Chapter 1, the opening chapter, situates China English within the broader World Englishes paradigm, challenging Kachru's (Reference Kachru, Quirk and Widdowson1985) Inner-Outer-Expanding Circle model and engaging with alternative frameworks, such as Modiano's (Reference Modiano1999) English as an International Language (EIL) approach. Chapters 2 to 4 delve into the role of China English in the academic writing of Chinese students within the context of internationalized higher education, examining its linguistic features, socio-political implications, and students’ perceptions of their English usage. Chapter 5, the concluding chapter, reflects on the pedagogical and policy implications of recognizing China English as a legitimate academic variety.

What makes the book stand out are its practical contributions, which offer valuable insights for both researchers and English educators. These insights are grounded in robust data, providing a solid foundation for further exploration of China English in academic settings. The book's most significant contribution lies in its empirical demonstration of China English (CE) as a systematic and stable variety of English, rather than a defective or transitional form. By analyzing 16 recurring linguistic features in the academic writing of Chinese MA students in Chapter 4, the authors demonstrate that CE exhibits predictable patterns in grammar, lexis, and discourse. For example, features such as topic-comment sentence structures and heavy nominalization are shown to be consistent and rule-governed, reflecting the influence of Chinese linguistic norms. This empirical approach offers a new methodological framework for analyzing emerging varieties of English, particularly in academic contexts. By combining text analysis, questionnaires, and focus groups, the authors provide a comprehensive methodology for identifying and understanding the features of CE. This framework can be further applied to other Expanding Circle Englishes, offering a new tool for researchers to explore the development of non-native varieties in different contexts.

The book also provides a clear and nuanced distinction between Chinglish, Chinese English, and China English, which is crucial for understanding the evolution of English in China. As demonstrated in Chapter 3, Chinglish is characterized as a largely error-based phenomenon, often resulting from direct translation or interference from Chinese, and is typically found in public signage or informal contexts. In contrast, Chinese English represents a more systematic and stable interlanguage, influenced by Chinese grammar and discourse patterns but still in transition. Finally, China English is presented as a fully nativized variety, marked by its own lexical, syntactic, and pragmatic norms, such as the use of culturally specific terms like ‘paper tiger’ (a term that refers to something or someone that appears threatening but is actually ineffectual or weak) and ‘red envelope’ (a traditional Chinese gift, typically containing money, given during celebrations like Chinese New Year as a symbol of good luck and prosperity). By delineating these three varieties, the authors not only clarify misconceptions but also make a compelling case for the legitimacy of CE as a distinct variety of English.

The discussion of codification in Chapter 5 is also insightful. It contributes to the ongoing debate about the codification of World Englishes by arguing that CE has already reached a stage of development where it can be considered a legitimate variety, even without formal recognition in dictionaries or textbooks. The authors propose that systematic usage, predictability, and widespread adoption within a speech community are sufficient criteria for legitimacy. This perspective challenges the traditional view that only officially codified varieties (e.g., American or British English) are valid, offering a new framework for recognizing emerging Englishes in academic and professional contexts.

The pedagogical implications of the book are particularly noteworthy. The book offers practical insights for language educators by advocating for a bottom-up approach to teaching and assessment. Rather than imposing rigid standards of Inner Circle Englishes, the authors suggest that educators should recognize and value the linguistic innovations of non-native speakers. For example, they propose that features of CE, such as culturally specific lexical items and discourse patterns influenced by Chinese rhetoric, should be seen as assets rather than deficits. This approach not only promotes linguistic equality but also empowers students to express their cultural identities through English.

What's more, the book's critique of standardized language testing is also valuable. The authors critique the dominance of standardized language tests like IELTS and TOEFL, which often fail to accommodate the linguistic diversity of non-native English speakers. By highlighting the systematic features of CE, they argue that these tests perpetuate linguistic inequality by privileging Inner Circle norms. This critique opens up new possibilities for reforming language assessment to better reflect the realities of global English use, particularly in academic settings where students from diverse linguistic backgrounds are increasingly present.

Finally, the book also sheds new light on how cultural and linguistic identity shapes academic writing. Through focus group discussions in Chapter 4, the authors reveal that Chinese students view CE as a reflection of their cultural identity and often bring their L1 (Chinese) mindset into their English writing. This insight challenges the assumption that academic writing should conform to a single, monolithic standard and instead suggests that multilingual identities should be embraced in academic contexts. This perspective aligns with broader discussions about English as a Lingua Franca (ELF) and the role of English in expressing local cultures. By advocating for the recognition of CE and other World Englishes, the authors call for a more inclusive and equitable approach to academic writing that values the contributions of non-native speakers. This insight has the potential to transform how academic writing is taught and assessed in global contexts.

While the book makes important contributions, it also has certain limitations. One of the main concerns is the limited scope of the empirical data. The authors primarily draw their evidence from student essays at a single academic institution, raising questions about the generalizability of their findings. Would the same linguistic features be evident in professional writing, journal articles or other academic genres outside of student papers? A broader range of data sources could help strengthen the book's claims.

Additionally, some readers may find the discussion of linguistic codification somewhat overly optimistic. Although the authors advocate for recognizing China English as a legitimate variety, the reality remains that Inner Circle norms continue to dominate academic assessment and publishing. As shown in the study of Chinese students’ attitudes toward the validity of China English in Chapter 4, while many students acknowledge the distinctiveness of China English, they often express a preference for conforming to native-speaker norms in their academic writing. This preference is driven by concerns that using China English may negatively impact their grades and career prospects.

Despite these minor limitations, Emerging Englishes: China English in Academic Writing is an invaluable resource for scholars and educators in World Englishes, Applied Linguistics, and English language teaching. By arguing for the legitimacy of China English, the book challenges traditional views of English and contributes to ongoing debates about linguistic diversity and global Englishes. Its theoretical framework and empirical evidence make it an essential read for those interested in second language acquisition, sociolinguistics, and language education policy. This book provides compelling support for recognizing China English as a distinct and valuable variety.