Futures for English Studies brings together chapters by leading writers across the curriculum area of English to investigate how the component parts of English (literature, language, and creative writing) are located institutionally in higher education and to explore the interdisciplinary prospects of a subject which spans the humanities and social sciences.

The PhraseBook for Writing Papers and Research gives you a bank of over 5000 words and phrases to help you write, present and publish at university and research level in English.
Phrases are divided into around 30 main sections, such as Introducing a Study, Arguing For and Against, Reviewing other Work, Summarizing and Conclusions. Many sections are further divided, for example the Relationship to Previous Work and the Limitations of Current Knowledge (see below for example phrases).

Collins Cobuild School Dictionary of American English

With innovations such as DefinitionsPLUS and vocabulary builders, the School Dictionary of American English transforms the learner's dictionary from an occasional reference into the ultimate resource and must-have dictionary for language learners. The definitions have been created using a controlled vocabulary, and each definition has been reviewed by a team of classroom teachers to ensure that they are appropriate for learners at the intermediate level.

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This book explores the use of English within otherwise local-language conversations by two continental European social media communities. The analysis of these communities serves not only as a comparison of online language practices, but also as a close look at how globalization phenomena and ‘international English’ play out in the practices of everyday life in different non-English-speaking countries. The author concludes that the root of the distinctive practices in the two communities studied is the disparity between their language ideologies.

This book analyses the learning experiences of students of Business English at a Chinese university. It addresses several topical issues in English for Specific Purposes (ESP) education and Business English teaching, including how ESP students learn, how they develop multiple identities. In particular, it focuses on their professional identity in the classroom, and how these identities are transferred to the workplace. This allows the author to present a model of learning Business English that corresponds to the lived experiences of students in China, but which can also be applied to other ESP learner contexts.