@article {27716,
	title = {<span style="color: $\#$222222; font-family: Arial, Helvetica, sans-serif; font-size: small;">ELF awareness in English Language Teaching: principles and processes</span>},
	journal = {Applied Linguistics},
	volume = {40},
	year = {2019},
	pages = {288-306},
	abstract = {<span>The article proposes a framework for integrating English as a lingua franca (ELF) research in English language teaching (ELT), predominantly pedagogy, but also teacher education, materials development and evaluation, policy design and planning, assessment and testing. The main concept here is ELF awareness, which orientates a set of principles that refer to the knowledge, attitudes, and skillset of ELT stakeholders and ELT products with regard to issues and concerns raised in the ELF (and, by extension, the English as an international language and the World Englishes) research literature, and the extent to which they have relevance for local ELT contexts. The article makes the case that ELF awareness does not characterize a unique instructional approach to teaching and learning, but integrates the learner- and learning-centred {\textquoteleft}ESP approach{\textquoteright} put forward by English for specific purposes scholars in the 1980s and widely accepted subsequently in ELT. Furthermore, ELF awareness is viewed as a continuum that depicts the gradual transformation of stakeholders{\textquoteright} attitudes, to the extent that local contexts and stakeholders{\textquoteright} needs and wants allow.</span>},
	url = {https://doi.org/10.1093/applin/amx034},
	author = {Sifakis, N.}
}
