@article{oai:tamagawa.repo.nii.ac.jp:00001182,
 author = {Robertson, Charles E.},
 journal = {The Center for ELF Journal},
 month = {Apr},
 note = {English as a Lingua Franca (ELF) research lends itself well within the domain of
spoken English where speakers actively negotiate meaning within shared contexts. In
an ELF circumstance, speakers are not bound by native speaker (NS) norms; rather,
their “success” can be measured by their ability to communicate functionally. Yet,
what are the implications for writing instruction within an ELF program? And more
specifically, how should college-level ELF instructors address the issue of English for
Academic Purposes (EAP) writing since, broadly speaking, EAP assumes that Non-
Native Speakers (NNS) should conform to native forms of language use. The author
suggests several pedagogical approaches meant to assist L2 writing practitioners
working within existing ELF programs. In particular, the author explores how some
tenets of ELF can be incorporated into a multiple-draft, process approach writing
classroom.},
 pages = {21--26},
 title = {Pedagogical Concerns and Approaches to EAP Writing Instruction within an ELF Program},
 volume = {3},
 year = {2017}
}