ABSTRACT
This chapter discusses the design of a classroom methodology for teaching English as a lingua franca (ELF) skills in higher education, referred to as content and ELF integrated learning (CELFIL). This approach exploits English-medium instruction (EMI) courses at universities, which are on the increase across the world in many fields of discipline, by utilizing them as a CLIL opportunity for ELF.
While student demographics vary in EMI classes, they often provide a typical ELF situation where communication takes place between non-native speakers of English. This can be an optimal environment for learning how to communicate in ELF, particularly in light of the fluid and dynamic nature of ELF, which makes it highly important for learners to experience actual ELF interaction.
Based on observations, questionnaires, and interviews on various EMI courses, coupled with reflective practice in the author’s own EMI classes, the present chapter analyzes several administrative and pedagogical principles for CELFIL, while also attempting to illustrate a certain methods and techniques. They include an activity now known as observed small group discussion (OSGD), a modified small group discussion for training interactive ELF skills such as accommodation and negotiation of meaning.
