Johnson (2009: 98) argues that research into second language classrooms tends to reproduce theory/practice dichotomy, or attends to what theory says should happen in practice rather than to how theory and practice should inform one another. Recently, the implications of ELF research for pedagogy have been reconsidered in terms of practicality. Below, I present topics in three aspects of ELT for further discussion in relation to the practicality of an ELF-informed approach to ELT and how classroom practice in turn informs future ELF research.
- 1. ELF approach to research: To what extent does classroom-based research support re-theorisation of an ELF approach in order to develop context- friendly ELF-oriented classroom practice? What aspects of teaching/learning should be explored in order to establish a two-way relationship between ELF and classroom practice?
- 2. ELF approach to teacher education: How could teacher educators help trainees develop their own ELF-informed teaching strategies to expand their repertoire of teaching examples, rather than transmit the proposed strategies and suggestions as a set of teaching knowledge?
- 3. ELF approach to teaching and learning: How are the proposed strategies and activities at the end of this chapter feasible in your teaching contexts and are there any other alternatives to the proposed ones?