Well‐attested findings in the fields of World Englishes, and increasingly in ELF research studies, would demand for a shift in perspective, both in teacher education programs and in the development of English language teaching classroom materials. Findings in ELF research studies, as well as several experimental projects carried out at international level, are gradually informing both teacher education programs and English classroom practices by enhancing learners’ active participation in awareness‐raising activities. Such projects, in some cases connected to teacher education programs, are aimed either at developing or at implementing pedagogical materials and activities at several school levels and in higher education. This colloquium aims at presenting findings from international research studies concerning how (and whether) innovations in textbook and task design, also in computer-mediated pedagogical practices, are currently taken into account in the ELT classroom. Exemplifications will include  samples of experimental projects on the development of ELF‐related teaching materials and activities currently used in the English language classroom and oriented at raising learners' awareness of ELF. The Colloquium will deal with theoretical perspectives, with  exemplifications from classroom practices, and with teachers’ and students’ attitudes towards these new ELF-inclusive perspectives.

There has in recent years been considerable debate regarding the pedagogic relevance of ELF theory and research. For the most part though discussions of ELF in pedagogy have tended to centre around the ‘implications’ of ELF for current principles and practice in English Language Teaching (ELT), with relatively little examination of how an ELF perspective might impact on classroom procedures. The early consensus among ELF scholars generally suggested that the question of ELF pedagogy was more a matter of concern for practitioners than researchers. With uptake of ELF in practice still relatively limited, however, we need much more collaborative attempts to engage with the pedagogy of ELF, with teachers and researchers both exploring the potential value of ELF research to ELT practice. This colloquium brings together practitioners and researchers from various contexts of language education with the objective of moving beyond a consideration of ELF’s implications for language pedagogy to examine how an ELF perspective can be practically applied in the classroom. The papers brought together here cover a range of aspects regarding the integration of ELF in practice, including as follows: the use of metalinguistic talk to raise critical awareness of variability in English among second language students (Morán Panero); the introduction of ELF in pre-service programmes of language teacher education (Patsko); the use of ELF in lectures and assessment exercises on a Master’s degree programme (Pineda Hernández); and finally, an examination of theory and practice from a critical perspective (Yu). The principal focus in each paper will be on the practicalities involved in developing an ELF oriented perspective on pedagogy, with consideration given to materials, tasks and classroom-based research. The underlying theme of the colloquium will be a consideration of the complex relationship between theory, research and practice.