This chapter shows just how deeply affected English has already been through its unprecedented spread, and the unique function it has as the world language. It argues, however, that it would be premature to launch into a discussion of the teaching of this lingua franca before certain prerequisites have been met. The most important of these are a conceptualization of speakers of lingua franca English as language users in their own right, and the acknowledgment of the legitimacy of, and indeed the need for, a description of salient features of English as a lingua franca (ELF), alongside English as a native language (ENL). The presentation summarizes the empirical research into the lingua franca use of English, which has recently gathered considerable momentum. It sets this research in relation to other relevant work in descriptive linguistics, sociolinguistics, and applied linguistics for language pedagogy. Finally, it discusses the implications of this historically unique situation for potential developments in the pedagogy of English teaching and outlines some research questions that must be addressed if advances in the teaching of English as a lingua franca are to have a secure theoretical and descriptive base. BARBARA SEIDLHOFER Defining Terms English as an International LanguageWherever English is referred to as the preferred option for communication among people from different first language backgrounds, the denomination English tends to get modified by the addition "as a(n) x": "English as an international language" (EIL) (e.g.It is important to note that the term International English is thus used in reference to two quite different linguacultural situations: on the one hand, there are Kachru's Outer Circle countries, where English can be said to be localized to meet domestic, intranational purposes. On the other hand, there is English as a globalized means for international communication, which, of course, transcends all national boundaries. The difference between localized and globalized forms of EIL naturally cuts across the Outer/Expanding Circle distinction, since communities that use English intranationally in the Outer Circle also participate in the global uses of English as do, of course, Inner Circle speakers. English has expanded in its use across all of the regions that Kachru has so clearly distinguished.Whatever terms are chosen, then, it is obvious that the uses of English internationally are not only to be associated with the Expanding Circle but also include speakers of English as a native language in all its dialects (i.e., Kachru's Inner Circle), as well as speakers of New Englishes, or indigenized/nativized varieties (i.e., Kachru's Outer Circle). All these contribute to the phenomenon captured by the term World Englishes

Despite momentous developments in the sociopolitics of the teaching of English worldwide, targets have generally remained tied to nativespeaker norms. This paper argues that although this orientation is often recognized as inappropriate and counter-productive, it persists because discussions about 'global English' on the meta-level have not been accompanied by a necessary reorientation in linguistic research: very little empirical work has so far been done on the most extensive contemporary use of English worldwide, namely English as a lingua franca, largely among 'non-native' speakers. The paper seeks to demonstrate that this lack of a descriptive reality precludes us from conceiving of speakers of lingua franca English as language users in their own right and thus makes it difficult to counteract the reproduction of native English dominance. To remedy this situation, a research agenda is proposed which accords lingua franca English a central place in description alongside English as a native language, and a new corpus project is described which constitutes a first step in this process. The paper concludes with a consideration of the potentially very significant impact that the availability of an alternative model for the teaching of English as a lingua franca would have for pedagogy and teacher education.

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This paper argues that the 'world Englishes paradigm' and English as a lingua franca (ELF) research, despite important differences, have much in common. Both share the pluricentric assumption that 'English' belongs to all those who use it, and both are concerned with the sociolinguistic, sociopsychological, and applied linguistic implications of this assumption. For example, issues of language contact, variation and change, linguistic norms and their acceptance, ownership of the language, and expression of social identities are central to both WE and ELF research. The growing body of descriptive ELF research that is now becoming available can thus add substance to work in the field as a whole. It can also offer fresh perspectives on several theoretical constructs central to WE, such as 'community', 'variety', 'lingua franca', even 'language'. SIMILAR CHALLENGESIt is of course true that ELF research has had its primary focus on Kachru's Expanding Circle, but obviously communication via ELF frequently happens in and across all three of Kachru's circles. Research in the 'world Englishes paradigm', on the other hand, has been less concerned with the Expanding Circle. Nevertheless, while it is of course problematic to compare developments in historically and socioculturally quite diverse contexts and

This paper describes some of the dilemmas which non-native teachers of English worldwide face as they are exposed to the competing discourses of educational ideologies and market forces and have to somehow reconcile the contradictory demands of global claims and pressures with the local conditions in which they work. It is argued that it is vital to resist a simple transfer of teaching approaches and attitudes originating from the Inner Circle to the Expanding Circle, where quite different conditions obtain. The status and role of non-native speaker teachers is explored in this paper, drawing on an empirical study of the self-perception of Austrian teachers, and suggestions are made as to how teachers can take advantage of their non-native speaker status and develop it as an important resource for asserting the needs and preferences of their specific Expanding Circle settings. Teacher education plays a crucial role in making teachers aware of their non-native assets and in preparing them explicitly to exploit these assets in the development of an appropriate pedagogy.