Yasemin Bayyurt, Bo?aziçi University, Turkey Hugo Bowles, University of Rome 'Tor Vergata', Italy Alessia Cogo, Goldsmiths, University of London, UK Martin Dewey, King's College London, UK Ji?ina Dunková, Independent Scholar Kellie Goncalves, Independent Scholar Enrico Grazzi, Roma Tre University, Italy Lucilla Lopriore, Roma Tre University, Italy Veronika Quinn Novotná, Charles University, Prague Iris Schaller-Schwaner, University of Fribourg, Switzerland Nicos C. Sifakis, Hellenic Open University, Greece Paola Vettorel, University of Verona, Italy Ying Wang, University of Southampton, UK Melissa H. Yu, University of Southampton, UK

• 1. English as a Lingua Franca: Descriptions, Domains and Applications; Alessia Cogo 2. Promoting Awareness of Englishes and ELF in the English Language Classroom; Lucilla Lopriore and Paola Vettorel3. Developing Critical Classroom Practice for ELF Communication: A Taiwanese Case Study of ELT Materials Evaluation; Melissa Yu4. Linking ELF and ELT in Secondary School through Web-mediation: The Case of Fanfiction; Enrico Grazzi5. ELF Oral Presentations in a Multilingual Context: Intelligibility, Familiarity and Agency; Iris Schaller-Schwaner6. Language Awareness and ELF Perceptions of Chinese University Students; Ying Wang7. ELF-aware In-service Teacher Education: A Transformative Perspective; Yasemin Bayyurt and Nicos Sifakis8. The Pedagogical Implications of ELF in a Domestic Migrant Workplace; Kellie Gonçalves 9. Teaching through ELF at International Post-secondary Institutions: A Case Study at United World Colleges; Veronika Quinn Novotná and Ji?ina Dunková10. ELF, Teacher Knowledge and Professional Development; Martin Dewey11. ELF-oriented Pedagogy: Conclusions; Hugo Bowles

“Offer a major contribution to the emerging field of ELF-oriented pedagogy. … provide invaluable new food for thought and guidance for English teachers, teacher trainers/ educators, materials writers, and researchers into English who are interested in adopting a more ELF-aware, ELF-informed approach in their work.” (Jennifer Jenkins, Oxford University Press Journals, Vol. 71 (1), January, 2017)