Abstract
This last chapter concludes with framing the English as a Lingua Franca (ELF) studies in Japanese contexts compiled in this volume as a pedagogic device (Bernstein in Pedagogy, symbolic control and identity. Rowman & Littlefield, Lanham, MD, 2000). The pedagogic device has three rules: distribution rules (what pedagogic knowledge about ELF has been distributed?), recontextualising rules (what pedagogical discourses have been constructed by the researchers for the legitimacy of ELF?) and evaluative rules (what pedagogic practice for ELF-oriented education has been transmitted and how?). Seidlhofer and Widdowson in this volume are categorised in the first category, Konakahara in the third category, and all the other chapters are included in the second category, which is further classified into three sub-categories: the macro, meso and micro perspectives of ELF (Mauranen in World EnglEs 37:106–119, 2018). Based on these studies, this chapter then provides a triad model for ELF-oriented pedagogy with three reference points: performativity, creativity and reflexivity and ends with highlighting areas for future ELF research.
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