• Skip to primary navigation
  • Skip to main content

site logo
The Electronic Journal for English as a Second Language
search
  • Home
  • About TESL-EJ
  • Vols. 1-15 (1994-2012)
    • Volume 1
      • Volume 1, Number 1
      • Volume 1, Number 2
      • Volume 1, Number 3
      • Volume 1, Number 4
    • Volume 2
      • Volume 2, Number 1 — March 1996
      • Volume 2, Number 2 — September 1996
      • Volume 2, Number 3 — January 1997
      • Volume 2, Number 4 — June 1997
    • Volume 3
      • Volume 3, Number 1 — November 1997
      • Volume 3, Number 2 — March 1998
      • Volume 3, Number 3 — September 1998
      • Volume 3, Number 4 — January 1999
    • Volume 4
      • Volume 4, Number 1 — July 1999
      • Volume 4, Number 2 — November 1999
      • Volume 4, Number 3 — May 2000
      • Volume 4, Number 4 — December 2000
    • Volume 5
      • Volume 5, Number 1 — April 2001
      • Volume 5, Number 2 — September 2001
      • Volume 5, Number 3 — December 2001
      • Volume 5, Number 4 — March 2002
    • Volume 6
      • Volume 6, Number 1 — June 2002
      • Volume 6, Number 2 — September 2002
      • Volume 6, Number 3 — December 2002
      • Volume 6, Number 4 — March 2003
    • Volume 7
      • Volume 7, Number 1 — June 2003
      • Volume 7, Number 2 — September 2003
      • Volume 7, Number 3 — December 2003
      • Volume 7, Number 4 — March 2004
    • Volume 8
      • Volume 8, Number 1 — June 2004
      • Volume 8, Number 2 — September 2004
      • Volume 8, Number 3 — December 2004
      • Volume 8, Number 4 — March 2005
    • Volume 9
      • Volume 9, Number 1 — June 2005
      • Volume 9, Number 2 — September 2005
      • Volume 9, Number 3 — December 2005
      • Volume 9, Number 4 — March 2006
    • Volume 10
      • Volume 10, Number 1 — June 2006
      • Volume 10, Number 2 — September 2006
      • Volume 10, Number 3 — December 2006
      • Volume 10, Number 4 — March 2007
    • Volume 11
      • Volume 11, Number 1 — June 2007
      • Volume 11, Number 2 — September 2007
      • Volume 11, Number 3 — December 2007
      • Volume 11, Number 4 — March 2008
    • Volume 12
      • Volume 12, Number 1 — June 2008
      • Volume 12, Number 2 — September 2008
      • Volume 12, Number 3 — December 2008
      • Volume 12, Number 4 — March 2009
    • Volume 13
      • Volume 13, Number 1 — June 2009
      • Volume 13, Number 2 — September 2009
      • Volume 13, Number 3 — December 2009
      • Volume 13, Number 4 — March 2010
    • Volume 14
      • Volume 14, Number 1 — June 2010
      • Volume 14, Number 2 – September 2010
      • Volume 14, Number 3 – December 2010
      • Volume 14, Number 4 – March 2011
    • Volume 15
      • Volume 15, Number 1 — June 2011
      • Volume 15, Number 2 — September 2011
      • Volume 15, Number 3 — December 2011
      • Volume 15, Number 4 — March 2012
  • Vols. 16-Current
    • Volume 16
      • Volume 16, Number 1 — June 2012
      • Volume 16, Number 2 — September 2012
      • Volume 16, Number 3 — December 2012
      • Volume 16, Number 4 – March 2013
    • Volume 17
      • Volume 17, Number 1 – May 2013
      • Volume 17, Number 2 – August 2013
      • Volume 17, Number 3 – November 2013
      • Volume 17, Number 4 – February 2014
    • Volume 18
      • Volume 18, Number 1 – May 2014
      • Volume 18, Number 2 – August 2014
      • Volume 18, Number 3 – November 2014
      • Volume 18, Number 4 – February 2015
    • Volume 19
      • Volume 19, Number 1 – May 2015
      • Volume 19, Number 2 – August 2015
      • Volume 19, Number 3 – November 2015
      • Volume 19, Number 4 – February 2016
    • Volume 20
      • Volume 20, Number 1 – May 2016
      • Volume 20, Number 2 – August 2016
      • Volume 20, Number 3 – November 2016
      • Volume 20, Number 4 – February 2017
    • Volume 21
      • Volume 21, Number 1 – May 2017
      • Volume 21, Number 2 – August 2017
      • Volume 21, Number 3 – November 2017
      • Volume 21, Number 4 – February 2018
    • Volume 22
      • Volume 22, Number 1 – May 2018
      • Volume 22, Number 2 – August 2018
      • Volume 22, Number 3 – November 2018
      • Volume 22, Number 4 – February 2019
    • Volume 23
      • Volume 23, Number 1 – May 2019
      • Volume 23, Number 2 – August 2019
      • Volume 23, Number 3 – November 2019
      • Volume 23, Number 4 – February 2020
    • Volume 24
      • Volume 24, Number 1 – May 2020
      • Volume 24, Number 2 – August 2020
      • Volume 24, Number 3 – November 2020
      • Volume 24, Number 4 – February 2021
    • Volume 25
      • Volume 25, Number 1 – May 2021
      • Volume 25, Number 2 – August 2021
      • Volume 25, Number 3 – November 2021
      • Volume 25, Number 4 – February 2022
    • Volume 26
      • Volume 26, Number 1 – May 2022
      • Volume 26, Number 2 – August 2022
      • Volume 26, Number 3 – November 2022
      • Volume 26, Number 4 – February 2023
    • Volume 27
      • Volume 27, Number 1 – May 2023
      • Volume 27, Number 2 – August 2023
  • Books
  • How to Submit
    • Submission Procedures
    • Ethical Standards for Authors and Reviewers
    • TESL-EJ Style Sheet for Authors
    • TESL-EJ Tips for Authors
    • Book Review Policy
    • Media Review Policy
    • APA Style Guide
  • TESL-EJ Editorial Board

World English 2, Second Edition

February 2016 – Volume 19, Number 4

World English 2, Second Edition

Author: Kristin Johannsen & Rebecca Chase (2015)  
Publisher: Boston: National Geographic Learning
Pages ISBN Price
167 pages 9781305089532 $49.95 USD

World English 2 is the third installment of a four-part series by National Geographic which aims to shift the discussion from language learning to “communication building” in the English language classroom. The concept is that practicing and developing communication is of more importance than simply receiving information. As the title suggests, the intention of this book is to connect students to the world. This is done through full page images, personal stories, and video which capture the attention of learners and therefore give them motivation and desire to communicate. This integrated-skills book has an accompanying CD as well as access to an online workbook. The book is divided into twelve units each with clear objectives in the areas of grammar, vocabulary, listening, speaking and pronunciation, reading, and writing. Further, National Geographic video and TEDtalk components are incorporated into each unit with an additional video journal section.

World English 2 is an English language learning textbook intended for low-intermediate students of English. It is to be used in a classroom with technology supporting the use of the audio and videos. Despite the full-page images and bright colors, the appropriate audience seems to be young-adult to adult learners due to some mature topics mentioned. For example, Unit 3 provides an opportunity for students to discuss the good and bad elements of a neighborhood. Also, Unit 6 asks students to reflect on milestones in their lives.

Undoubtedly, the principal highlight of this book is its ability to captivate the attention and imagination of students of other languages learning English. The vibrancy of this book can be attributed to the beautifully vivid images present throughout the book. Readers will be pleased with the page-turning images illuminating fascinatingly diverse people, places, food, and technology from around the world. Various diverse cultures and stories are presented to the students. The unit opens with a two-page vibrant photo to introduce the topic and objectives of the section. The introductory questions ask the students a question such as, “What do you see in the picture?” and a follow-up question related to the first. While many books have listening components to them, this book is innovative in its attempt to incorporate modern, relevant, and popular video into the lessons as an integrated-skills book. TEDtalks and National Geographic videos are integrated throughout the curriculum rather than simply added as an addendum to the material with before you watch, while you watch, and after you watch activities.

In terms of the content, this book’s strength is its practicality. Adult-level students would be appreciative of the writing activities ranging from responding to an e-mail to writing an excuse for a sick child. Speaking and vocabulary sections also include a section on small talk or suggesting remedies to problems. Practicality and interest is one of the common complaints of teachers and students, and this book seems to do well in both of these areas. The patterned organization and systematic nature of this book is appealing as the lessons are organized in a neat and easy to read fashion. Teachers would appreciate each unit’s organization and division as it creates routine and expectations for students. There is an equal balance of skill areas for this integrated-skills book. Most of the sections have less than six items to practice or questions to answer. The principal objective of this book is to draw students out of the book and begin communicating. This practical and well-organized communication based book would be ideal for an English as a Second Language (ESL) setting; however, without the necessary equipment needed to play the videos and audio, using this in your curriculum might pose a challenge. In conclusion, for teachers searching for interest provoking and conversation starting material, this item is a strong choice. World English 2 covers a variety of level appropriate topics and grammatical points. Instructors and students alike will appreciate its effective organization and appealing nature.

Reviewed by
Jennifer Antoon
University of Central Florida
<antoon.jeatmarkknights.ucf.edu>

© Copyright rests with authors. Please cite TESL-EJ appropriately.

Editor’s Note: The HTML version contains no page numbers. Please use the PDF version of this article for citations.

© 1994–2023 TESL-EJ, ISSN 1072-4303
Copyright of articles rests with the authors.