Exploring the feasibility of incorporating ELFA awareness into the development of EAP pedagogy in a UK pre-sessional course

Abstract The dynamic expansion of internationalization and widespread implementation of English-medium instruction in higher education has sparked extensive interest in the use of English as a lingua franca in academic settings (ELFA). The emergence of English as a tool for global communication among multi-linguacultural speakers poses significant challenges to English for academic purposes (EAP), which necessitates developing new pedagogical practices informed by ELFA-aware insights. In response to this reality, this study relies on classroom observations to examine to what extent the EAP pedagogy currently implemented in a pre-sessional program in UK higher education is compatible with ELFA-aware principles. Classroom observation data is viewed in light of semi-structured retrospective interviews with the observed pre-sessional tutors to explore their insights regarding ELFA-aware implications for the development of EAP pedagogy. The research findings inform that even though pre-sessional tutors indicate preference for ELFA-aware pedagogy, there still exist various challenges to the adaptation of ELFA-aware principles in practice. Considering this point, this study underscores the central role of teacher education in providing support and guidance for EAP practitioners to address the challenges related to the global spread of ELFA in EAP pedagogy development. To bridge the gap between the pedagogical implications from ELFA research and practical classroom application, a series of recommendations are also provided for EAP practitioners to critically engage with ELFA awareness as a promising opportunity for making pedagogical changes.