LANGSCAPE is a Cambridge University Press project associated with both ‘English Today’ and a new international usage guide for the year 2000 by Pam Peters, author of the ‘Cambridge Australian English Style Guide’ (1995). Like the Australian publication, the international work will be distinctive in its use of empirical evidence from computer corpora as well as data elicited from surveys of users of English round the world. Because English is a world language, any account of usage that is limited to one person's views and resources is inadequate. The first topic and questionnaire (‘The ubiquitous letter e’) appeared in ET53 (Jan 98), the second (‘To capitalize or not to capitalize’) in ET54 (Apr 98), the third (‘Differing on agreement’) in ET55 (Jul 98), the fourth (‘Permanent loans: plurals for Latin borrowings’) in ET56 (Oct 98), and the fifth (‘Jots and tittles’) in ET57 (Jan 99). See the accompanying box for further information on the Survey.

Notes on regularities in the writing system of ‘the global language’, which both review Diane McGuinness, ‘Why Children Can't Read’ (1998), and comment on Christopher Upward, ‘In defence of spelling reform’ (ET57, Jan 99)

LANGSCAPE is a Cambridge University Press project associated with both ‘English Today’ and a new international usage guide for the year 2000 by Pam Peters, author of the ‘Cambridge Australian English Style Guide’ (1995). Like the Australian publication, the international work will be distinctive in its use of empirical evidence from computer corpora as well as data elicited from surveys of users of English round the world. Because English is a world language, any account of usage that is limited to one person's views and resources is inadequate. The first topic and questionnaire (‘The ubiquitous letter e’) appeared in ET53 (Jan 98), the second (‘To capitalize or not to capitalize’) in ET54 (Apr 98), the third (‘Differing on agreement’) in ET55 (Jul 98) and the fourth (‘Permanent loans: plurals for Latin borrowings’) in ET56 (Oct 98). See the accompanying box for further information on the Survey.

A reply to commentators on ‘International English in the global village’ (ET58, Apr 99) and further thoughts on a contentious issue

Some observations relating to the development of a South African model for teaching, learning, using, and identifying with the language

A consideration of how language and literature run together and can be studied together

Does an increasing awareness of the sheer international variety in the English language complex necessitate a new pedagogy for a new century?