In China English in World Englishes: Education and Use in the Professional World, Deyuan He undertakes a timely and comprehensive examination of China English within the broader framework of World Englishes (WE). Drawing on a robust blend of empirical research, theoretical argumentation and pedagogical insight, the book makes a compelling case for rethinking the monolithic dominance of native-speaker norms in English language teaching (ELT) in China. He’s work stands at the intersection of sociolinguistics, applied linguistics and language education policy, offering a valuable contribution to ongoing discussions around language ownership, identity and post-normative models of English.The first chapters of the book effectively set the stage by mapping the intellectual terrain of WE and situating China English within it. He revisits the now canonical Kachruvian model of inner, outer and expanding circles, emphasizing the legitimacy of localized Englishes developed by non-native speakers. Importantly, He argues that the expansion of English in China is no longer just a process of linguistic borrowing but one of indigenization. He defines “China English” as a performance variety grounded in standard English but infused with Chinese phonological, lexical, syntactic and discourse-pragmatic features. While acknowledging that China English is still in a developmental phase, He insists on its sociolinguistic legitimacy and pedagogical relevance.In this framing, He takes a decisive stance against the lingering “deficit view” of non-native English varieties (Quirk, 1990), aligning instead with the more inclusive and pluricentric view advocated by Kachru (1991), Jenkins (2015) and Kirkpatrick (2007). This normative positioning is both political and pedagogical, as it reflects an effort to decolonize English teaching by affirming linguistic pluralism and fostering learners’ sense of ownership over the language.What sets this monograph apart is its rich empirical base. He employs a triangulated research design involving questionnaire surveys, in-depth interviews, and the matched-guise technique – a combination that ensures both breadth and depth of insight. Chapter 3, in particular, offers extensive data drawn from students, teachers, and professionals across China to explore perceptions of China English, preferences for pedagogical models and attitudes toward native versus local English teachers (LETs).Among the most significant findings is that standardized native varieties (British and American English) continue to dominate student and teacher preferences as the “ideal” pedagogical models. However, a notable openness toward China English and WE exists, especially when respondents are exposed to the ideological and communicative rationale behind such models. This suggests an important pedagogical opportunity: increasing awareness of linguistic diversity could shift learner attitudes and potentially improve learning outcomes.In an especially nuanced analysis, He also examines preferences for teacher identity in ELT settings. The common presumption that native-speaker teachers are inherently superior is challenged by the finding that many students – especially those in lower-tier institutions – find LETs more comprehensible and pedagogically effective than native English-speaking teachers (NETs). This insight has profound implications for language education policy, particularly in terms of hiring practices and teacher training.Moving beyond the classroom, Chapter 4 explores how English is used in the Chinese professional world, adding another empirical and theoretical layer to the discussion. Using survey data from over 2,000 professionals across various industries, He analyzes the frequency, context, and perceived importance of English in the workplace. Interestingly, the use of English is shown to be sector-specific – more prevalent in foreign-owned and joint-venture companies and in industries like finance and technology.He also finds a strong correlation between self-rated English proficiency and professional advancement, reinforcing the instrumental value of English in contemporary China. Importantly, the study reveals that while English use is increasing in frequency, it is also shifting away from native-centric standards toward more localized, intelligibility-focused forms – a phenomenon congruent with the principles of English as a Lingua Franca (ELF).These insights allow He to make a well-substantiated argument for aligning university English education more closely with the communicative demands of the professional world. English should not be taught merely as an academic subject focused on grammar and examination success, he argues, but as a functional tool of global and intercultural communication.In his concluding chapter, He outlines the theoretical and practical implications of his findings with clarity and conviction. First, he calls for a more pluralistic ELT curriculum that integrates WE and China English alongside native varieties. This includes the inclusion of explicit instruction on the sociolinguistic realities of English use, thereby raising students’ critical language awareness.Second, he advocates for the codification and promotion of China English as a legitimate pedagogical model. This, he contends, would not only enhance learners’ integrative motivation but also affirm their linguistic identity in the face of prevailing linguistic imperialism.Third, He proposes a more pragmatic and context-sensitive approach to teacher recruitment and training. Instead of privileging native speakers, the focus should be on communicative competence, pedagogical effectiveness, and intercultural awareness – qualities that LETs often possess in abundance.These suggestions are both well-argued and feasible, especially in light of current global trends toward linguistic decolonization and localized pedagogical adaptation. However, He is careful not to advocate for a wholesale rejection of native varieties. Rather, his vision is one of inclusion and hybridity – where multiple models can coexist and complement one another.Despite its many strengths, the book is not without limitations. While the triangulated methodology is commendable, the reliance on self-reported data in surveys may introduce a degree of social desirability bias. Moreover, the sample is heavily drawn from university students and professionals in urban centers, raising questions about the generalizability of the findings to rural or less privileged populations.Additionally, the notion of China English as a performance variety “in development” is both its strength and its vulnerability. The lack of a fully codified grammar or dictionary of China English might limit its immediate applicability in formal pedagogical contexts. Nevertheless, He acknowledges this challenge and treats it not as a barrier but as an invitation for further research and linguistic codification.Finally, while the book offers robust theoretical framing, it could have benefitted from deeper engagement with post-colonial theory or critical pedagogy literature (e.g., Pennycook, 1998; Canagarajah, 1999), which would have further strengthened its decolonial thrust. China English in World Englishes is a timely and rigorous work that fills a crucial gap in the study of English language education and use in China. Through a deft combination of theory, data and pedagogical reflection, Deyuan He not only challenges the monolingual bias of conventional ELT paradigms but also charts a viable path for embracing linguistic diversity in China’s classrooms and boardrooms alike.The book’s greatest contribution lies in its ability to bridge the divide between academic theorizing and practical application. It is essential reading for scholars in WE, language policy and applied linguistics, as well as for educators, curriculum designers and policymakers who are grappling with the realities of teaching English in a multilingual world.In a global linguistic order still dominated by native-speaker norms, this book is a bold call for pedagogical justice and linguistic inclusion. It reminds us that English, like any global language, is no longer owned by a select few – it is shaped, spoken and transformed by the many.