English as a lingua franca (ELF) research findings reveal divided opinions among ELT practitioners. It is argued that adherence to British or American native English norms in academic and professional writing tasks reflects editorial realities: conventional native norms embody the language, organization, and presentation used for academic discourse, and students wanting to publish cannot wait until editorial norms and conventions adjust and expand to reflect the diversity and variability of ELF use. On the other hand, ELF researchers contend that priority in language teaching may be given to nurturing ‘communicative capability’.
