Taking a view of literacy as contextualized social practice (Barton, 2007) and not merely as the possession of technical skills within a framework of declarative knowledge (Blanton, 1998), the presenter discussed how an ethos of corrective training in English-speaking Western TESOL (Holliday, 2005; Toh, 2016) may inhibit curriculum development. He outlined his attempts to introduce learning experiences pertinent to lingua franca communication, emphasizing the complementary relationship between critical awareness and ELF-awareness, and suggesting circumstances under which learners might locate, analyze, and critique examples of ELF in use.
