@inbook {38579,
	title = {<span style="color: $\#$222222; font-family: Arial, Helvetica, sans-serif; font-size: small;">{\textquotedblleft}ELF-aware teacher education and development.</span>},
	booktitle = {J. Jenkins, W. Baker \& M. Dewey (Eds.), The Routledge handbook on English as a Lingua Franca.},
	year = {2017},
	pages = {456-467},
	publisher = {Routledge},
	organization = {Routledge},
	address = {London},
	abstract = {Developments in ELF research in the past several years have raised implications for many different domains surrounding the use, teaching and learning of English involving non-native speakers. What this research has offered is a fresh way of looking at English-medium communications that include non-native users, raising serious implications about the nature of the very notion of {\textquoteleft}English{\textquoteright} (Jenkins et al., 2011; Seidlhofer, 2011, p. 105; Widdowson, 1997). In this chapter, we focus on implications of ELF research for teacher education. As ELT situations around the world abound, we put forward the notion of ELF-aware teacher learning and development (our term) and suggest ways in which it can impact teacher development through appropriate teacher education. To that end, we present a framework for teacher education programmes aiming to raise teachers{\textquoteright} ELF awareness.},
	url = {https://www.routledge.com/The-Routledge-Handbook-of-English-as-a-Lingua-Franca/Jenkins-Baker-Dewey/p/book/9780367529284},
	author = {Nicos Sifakis and Yasemin Bayyurt}
}
