Towards a post-normative approach: learning the pedagogy of ELF

TLDR: The authors consider the impact on pedagogy of ELF research and theory in relation to language teacher education and development and report ongoing attempts to engage and work collaboratively with ELF-aware teachers to re-examine current methodology and practice in context-relevant ways.

Abstract: Abstract This paper considers the impact on pedagogy of ELF research and theory in relation to language teacher education and development. As has been much remarked, research in ELF has reached the point where established principles and sanctioned good practice in ELT (English Language Teaching) require substantial reassessment. Empirical work and theoretical discussions pose profound questions to the ELT profession, with major implications for common beliefs and assumptions about all manner of concerns, especially the language syllabus, teaching materials, and language assessment. Yet, as we have also seen, any discussion of major change in pedagogy tends to provoke controversy and unease among practitioners. There has thus far been relatively little in-depth exploration of what teachers might do to incorporate an ELF perspective in practice. Modifying the curriculum or materials in response to ELF requires fundamental rethinking and (re)training in approaches to teaching. This paper reports ongoing attempts to engage and work collaboratively with ELF-aware teachers to re-examine current methodology and practice in context- relevant ways. Only by working with teachers can we properly explore the feasibility of incorporating an ELF perspective in order to move beyond a norm-driven approach.