Abstract：Research on English as a lingua franca (ELF) has triggered a debate on whether English teaching should consistently conform to native-speaker Standard English or it should value the pedagogical implications of ELF. This article provides an overview of current research on teaching English as a lingua franca. It starts with research on the rationale to introduce ELF-informed teaching and comparisons between ELF-informed teaching and native-English-based teaching. Concrete proposals of how to incorporate ELF-informed teaching into English language teaching (ELT) classrooms are presented. Then controversies in the debate are summarized. They are: A lack of ELF-informed textbooks; a lack of ELF-informed assessment; and a lack of qualified teachers. It then reviews recent publications dealing with these controversies. This is followed by a discussion about the research on ELF-informed teaching in the Chinese context. This article argues that research on the practicality of ELF-informed teaching should start with prospective English users, such as students in China’s Business English Program. It concludes with some suggestions for future research and practice on ELF-informed teaching in China.

Keywords: ELF-informed teaching, rationale, controversies, the practicality of ELF-informed teaching in China

详情请点击查看：

司静慧 - 英语作为国际通用语 - 中国英语教学的新方式？ -- 《中国应用语言学（英文）》2019年第1期.pdf