Titlebook: International Perspectives on English as a Lingua Franca; Pedagogical Insights Hugo Bowles,Alessia Cogo (Goldsmiths) Book 2015 The Editor(s

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Teaching through ELF at International Post-Secondary Institutions: A Case Study at United World Cole relationship between multilingual environments and CLIL (Juan-Garau and Salazar-Noguera 2015) and between ELF and CLIL (Smit 2010 a, b; Knapp 2011) have only recently started to be explored in depth.

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Linking ELF and ELT in Secondary School through Web-Mediation: The Case of Fanfiction,al cooperative assignments. The overall aim was to provide English teachers and ELT practitioners with a model that could be developed and implemented to carry out international educational projects online, via the use of ELF.

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ELF, Teacher Knowledge and Professional Development,go and Dewey 2011). As each of the chapters in this volume attests, there are many ways in which empirical data and theoretical discussions represent some quite major implications for language teaching. However, what is equally clear, is that the practical implementation of an ELF perspective in pedagogy is far from straightforward.

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English as a Lingua Franca: Descriptions, Domains and Applications,includes numerous scholars from all over the world, a dedicated Research Network under the auspices of AILA (the ELF ReN, www.english-lingua-franca.org), the foundation of two more large-scale corpora (ELFA, English as a Lingua Franca in Academic settings, and ACE, Asian Corpus of English), an annua

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Alessia Cogo, Rivers, & Burns (1973) noted: “Considering the ubiquity of ELF electromagnetic fields of low intensity it is of considerable biological interest to determine whether they are detectable by organisms. If a species of organism could detect the presence of such fields, it might imply that natural fie