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Research in English as a Lingua Franca (ELF), that is the medium of communication between people who come from different linguacultural backgrounds, has created a rich body of work in various areas. This article focuses on a more recent development of this research for teachers and teacher educators in the perspective of critical language education (CLE). We explore how ELF research, both the linguistic/discourse-oriented one and the pedagogic-oriented one, can benefit from its links to CLE, with its understanding of teaching for social change. We then refer to aspects of critical transformative theory that become relevant in designing and implementing ELF-aware teacher education programmes, focusing especially on three recursive (non-linear) components, i.e. the phase of exposure, the phase of critical awareness and the phase of development of actions that teachers can implement in their teaching. We finish by exploring the critical role of assessment in language education and conclude by inviting teachers and educators to become involved in ELF research for CLE.

The article discusses ELF-aware pedagogy as a possible way to integrate English as a lingua franca (ELF) in English language classrooms and explores the extent to which task-based language teaching (TBLT) could contribute to this end. ELF-aware pedagogy involves enriching teaching practices with appropriate metalinguistic and reflective activities that help learners develop as competent ELF users. The article makes the case that, when viewed from an ELF-aware perspective, TBLT may provide a coherent methodological framework for creating an authentic communicative environment in the classroom, within which the learners may develop as ELF communicators. To provide an example of how this could be achieved in practice, the author presents an ELF-aware task she has designed and taught in her own classroom. The task integrates metalinguistic and reflective elements and focuses on promoting the learners’ pragmatic competence and sense of themselves as true owners of English.

The paper presents the background, design, implementation and impact of the Continuous Professional Development (CPD) programme of the EU-funded ENRICH Project, which ran from 2018 to 2021. The programme, which has been freely available online since January 2022 (http://enrichproject.eu), aims at implementing the principles and processes of ELF awareness in empowering English language teachers to integrate the role of English as a Lingua Franca in their multilingual classrooms. We begin by justifying the development of the ENRICH Project with reference to the policies of the European Union supporting multilingualism and go on to discuss the principles of ELF awareness that informed the ENRICH CPD programme. We also present the priorities, target groups, key objectives and innovative practices of the ENRICH CPD programme. The paper is rounded up with a sample of participants’ responses to certain CPD activities and with an appreciation of the impact of the programme on participant teachers and their learners.

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This article aims at offering an insight into the ways in which ELF awareness was promoted through the Continuous Professional Development (CPD) Course which has been developed in the framework of the ENRICH Project. After describing the construct of ELF awareness, the content and structure of the Course is presented, highlighting the role of reflection and constructive dialogue in transforming into an ELF-aware teacher. Afterwards, indicative data coming from participants from Greece and other countries are discussed, with reference to the impact that the Course has had on them in terms of their professional development.