554 Reviews EET is an important contribution to the growing field of examining English in Europe, for which the editors should be commended. There are many excellent chapters in the volume. Aside from the critiques already mentioned, several chapters would have benefitted from more thorough attention to relevant previous studies. For example, it is striking to note the lack of relevant article citations from World Englishes; the references for all the chapters include only two such citations, both appearing in Seidlhofer’s contribution. Studies addressing English in Europe have appeared in World Englishes for some two decades, with two special issues dedicated to the subject (Deneire and Goethals 1997; Hilgendorf 2007), and numerous articles have addressed relevant topics, for instance, the German education system (e.g., Erling 2007, Hilgendorf 2005, Sing 2007, Grau 2009), not to mention articles drawing on contexts outside Europe. Of course, researchers ultimately must judge what is of relevance for their specific studies. All the same, given the modest number of references for some contributions, such a lack of citations, from this journal or other sources, is troubling. REFERENCES Deneire, Marc G., and Goethals, Micha¨ el (eds) (1997) Special issue on “English in Europe”. World Englishes 16, 1–179. Erling, Elizabeth J. (2007) Local identities, global connections: Affinities to English among students at the Freie Univer- sit¨ at Berlin. World Englishes 26, 111–30. Grau, Maike. (2009) Worlds apart? English in German youth cultures and in educational settings. World Englishes 28, 160–74. Hilgendorf, Suzanne K. (2005) ‘Brain Gain statt [instead of] Brain Drain’: the role of English in German education. World Englishes 24, 53–67. Hilgendorf, Suzanne K. (guest ed.) (2007) Symposium issue on the “Englishes of Europe in the New Millennium”. World Englishes 26, 107–257. Sing, Christine S. (2007) The didacticization of English in Germany. World Englishes 26, 241–57. (Received 11 May 2012) The NNEST Lens: Non Native English Speakers in TESOL. Edited by Ahmar Mahboob. Newcastle upon Tyne: Cambridge Scholars Publishing, 2010, xviii + 349 pp. Reviewed by A YA MATSUDA ∗ This book, edited by a world Englishes (WE) scholar and leader in nonnative English- speaking teacher (NNEST) research, is not merely about NNESTs. It urges applied linguists and TESOL professionals to re-examine their research and pedagogical practices through “the NNEST lens ... of multilingualism, multinationalism and multiculturalism,” which “takes diversity as a starting point ... and questions the monolingual bias in the field” (p. 15). The 16 chapters include contributions that challenge theoretical frameworks, research approaches, and assumptions in the field of applied linguistics (AL)/TESOL, while also providing practical suggestions for classroom teaching and teacher preparation. The book targets a wide ranging audience, including future and practicing teachers, teacher educators, program administrators, and AL/TESOL researchers. Ch. 1 (pp. 1–17) presents the theoretical orientation and assumptions underlying the volume. After defining the goal of the book and the notion of the NNEST lens, Mahboob ∗ Department of English, Arizona State University, PO Box 870302, Tempe, AZ 85287–0302, USA. E-mail: Aya.Matsuda@asu.edu C  2012 Blackwell Publishing Ltd