In the relatively few years since empirical research into English as a Lingua Franca began being conducted more widely, the field has developed and expanded remarkably, and in myriad ways. In particular, researchers have explored ELF from the perspective of a range of linguistic levels and in an ever-increasing number of sociolinguistic contexts, as well as its synergies with the field of Intercultural Communication and its meaning for the fields of Second Language Acquisition and English as a Foreign Language. The original orientation to ELF communication focused heavily, if not exclusively, on form. In light of increasing empirical evidence, this gave way some years later to an understanding that it is the processes underlying these forms that are paramount, and hence to a focus on ELF users and ELF as social practice. It is argued in this article, however, that ELF is in need of further retheorisation in respect of its essentially multilingual nature: a nature that has always been present in ELF theory and empirical work, but which, I believe, has not so far been sufficiently foregrounded. This article therefore attempts to redress the balance by taking ELF theorisation a small step further in its evolution.

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Jennifer Jenkins. English as a Lingua Franca: Attitude and Identity

Repositioning English and multilingualism in English as a Lingua Franca

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Choosing an appropriate pronunciation model for the ELT classroom in Hong Kong : a sociolinguistic inquiry

Identity, Motivation, and Multilingual Education in Asian Contexts

............................................................................................................. 2 Acknowledgements ............................................................................................ 3 Table of

Teacher cognition of thinking skills in Chinese primary EFL classrooms

Humorous language play is integral to the building of many relationships. Research into its role in social interactions has tended to focus on native speakers in a shared cultural context, while the humorous language play of second language learners, especially in the classroom setting, has only recently attracted attention. The limited research to date has tended to focus on discrete episodes of humorous language play, neglecting its contribution to the building of rapport and the development of an in-group culture. This thesis focuses on lower-level learners from a variety of linguistic and cultural backgrounds, and investigates the ways in which they play with English for their own social ends, despite a lack of language proficiency and common socio-cultural reference points. 

The setting for this investigation was an intensive English course for business people, run by a private training organisation. The participants were low-proficiency learners from various professional fields and nationalities. The classroom interactions of particular groups were audio or video recorded, with two learners being recorded over two continuous days of their three-day course. This enclosed setting allowed the opportunity to trace the role of humorous language play in the establishment and development of the learners' relationships with each other and with their teacher. Goffman's concept of frame and Bakhtin's ideas about the heteroglossic and dialogical nature of language inform the analysis of the data. 

Findings show that the impulse to play can overcome the linguistic and cultural challenges the learners face. In order to have fun, they exploit the ‘play’ between the interpretative frameworks that a language classroom provides. They build a common pool of prior talk and reference points, alluding to them humorously to create rapport, to shape their learning environment, and to take ownership of the target language.

A study of the playful use of English among learners on an intensive language course

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Jennifer Jenkins. English as a Lingua Franca: Attitude and Identity

Citations

Repositioning English and multilingualism in English as a Lingua Franca

Choosing an appropriate pronunciation model for the ELT classroom in Hong Kong : a sociolinguistic inquiry

Identity, Motivation, and Multilingual Education in Asian Contexts

Teacher cognition of thinking skills in Chinese primary EFL classrooms

A study of the playful use of English among learners on an intensive language course

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Marie-Luise Pitzl (2018). Creativity in English as a Lingua Franca: Idiom and Metaphor