ELF literacy is not reducible to technical skills within a framework of declarative knowledge (Blanton 1998), but should be viewed as contextualised social practice (Barton 2007). Calling for a multilingual (May 2014), transcultural (Baker 2015) and post-normative (Dewey 2012) turn, the presenters discuss how an ethos of corrective training in English-speaking Western TESOL (Holliday 2005; Toh 2016) may inhibit curriculum development. Instead, they suggest the following curriculum principles: (1) introducing learning experiences pertinent to lingua franca communication, (2) emphasising the complementary relationship between critical awareness and ELF-awareness, and (3) providing circumstances under which learners might locate, analyse, and critique examples of ELF in use.
