When language teachers and administrators consider the widespread use of ELF (English as a Lingua Franca) and contemplate the implications for English as a subject to be taught in local contexts, three significant needs emerge: 1) understanding ELF, 2) scrutinizing ideology in curriculum, and 3) conceptualizing and enacting curricular change. The presenter will attempt to address these needs by highlighting aspects of ELF which may be beneficial for educators to discern, by examining effects of essentialism and reductionism in English language teaching, and by presenting measures for teachers to consider. The presenter will share findings of an empirical study suggesting that despite professional struggle, teachers at a university English centre in Japan are progressively transforming language teaching practices to reflect ELF use, and increasingly willing to experiment with ELF-related pedagogy.
