awej 5 no.4 full issue 2014

AWEJ Volume.5 Number.3, 2014Global English and World Culture: A Case Study of the SubjectiveWu & KeSeidlhofer, B. (2001). Closing a conceptual gap: The case for a description of English as a linguafranca. International Journal of Applied Linguistics, 11(2), 133-158.Seidlhofer, B. (2003). Controversies in applied linguistics. Oxford: Oxford University Press.Seidlhofer, B. (2004). Research perspectives on teaching English as a lingua franca. AnnualReview of Applied Linguistics, 24, 209–239.Sifakis, N. (2004). Teaching EIL—Teaching international or intercultural English? Whatteachers should know. System, 32(2), 237-250.Skutnabb-Kangas, T. (1998). Human rights and language wrongs—A future for diversity?Language Sciences, 20(1), 5-28.Sonntag, S. (2003). The local politics of global English: Case studies in linguistic globalization.Lanham: Lexington Books.Tajino, A., & Tajino, J. (2000). Native and non-native: what can they offer? Lessons from teamteachingin Japan. ELT Journal, 54(1), 1-11.Thomas, M. (2005). The global resurgence of religion and the transformation of internationalrelations. New York: Palgrave Macmillan.Timmis, I. (2002). Native-speaker norms and international English: A classroom view. ELTJournal, 56(3), 240-249.Van Der Bly, M. (2007). Globalization and the rise of one heterogeneous world culture: Amicroperspective of a global village. International Journal of Comparative Sociology,48(2-3), 234-256.Widdowson, H. G. (1994). The ownership of English. TESOL Quarterly, 28(2), 377-388.Witz, K. (2006). The participant as ally and essentialist portraiture. Qualitative Inquiry, 12(2),246-268.Witz, K., Goodwin, D., Hart, R., & Thomas, H. (2001). An essentialist methodology ineducation-related research using in-depth interviews. Journal of Curriculum Studies, 33(2),195-227.Arab World English JournalISSN: 2229-9327www.awej.org186