Abstract In this article, I address issues, concepts and empirical insights that have profoundly shaped my view of English as a lingua franca (ELF) and of the pedagogical lessons to be learned for English Language Teaching (ELT). Starting from discrepancies in my ELF identity as a speaker of English with ELT roots in a German secondary school, I argue for the social constructivist concept of MY English as a basis for understanding ELF competence development and the tensions surrounding the relationship between ELT and ELF. Continually shaped by speakers’ participation in ELF communication, relevant dimensions of their MY English profiles include linguistic-communicative-communal repertoires and requirements of performance, individual and social identity orientations, and confidence in their ELF creativity. Against this backdrop, I discuss topics I consider relevant for a much-needed pedagogical reconciliation of ELT with ELF. Special attention is given to teachers’ ELF apprehension and the distinction between a “strict” (quasi-behaviouristic) and an “open” (social constructivist) target language orientation, speaker satisfaction as a criterion of success in ELF communication, and teaching towards ELF competence from awareness raising to comprehension, production and interaction to non-native speaker emancipation. Successful ELF implementation in both ELT practice and ELT teacher education requires extensive and authentic involvement of students and teachers in ELF communication. Intercultural telecollaboration provides innovative means for creating a space for ELF communication in the ELT classroom. Pedagogical case studies about video and text chat conversations strongly support the assumption that using their common target language as a lingua franca significantly enables learners of English to develop an emancipated non-native speaker identity and thus to become speakers of English in their own right. And what is more, the pedagogical lingua franca approach can be successfully transferred to other foreign target languages as well. I conclude my article with a brief contextualization of the MY English concept in relation to translingual practice and ELF languaging.

中文翻译：

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我的英语：关于 ELF 的社会建构主义观点

摘要 在本文中，我阐述了深刻塑造了我对英语作为通用语言 (ELF) 以及为英语语言教学 (ELT) 学习的教学课程的看法的问题、概念和实证见解。从我的 ELF 身份的差异开始，我作为一名在德国中学拥有 ELT 的英语母语者，我认为我的英语的社会建构主义概念是理解 ELF 能力发展以及围绕 ELT 和 ELF 之间关系的紧张关系的基础。不断受到说话者参与 ELF 交流的影响，他们的 MY 英语档案的相关维度包括语言-交际-公共曲目和表演要求、个人和社会身份取向，以及对他们的 ELF 创造力的信心。在这样的背景下，我讨论了我认为与 ELT 与 ELF 急需的教学协调相关的主题。特别关注教师对 ELF 的理解以及“严格”（准行为主义）和“开放”（社会建构主义）目标语言取向之间的区别、作为 ELF 交流成功标准的演讲者满意度，以及针对 ELF 的教学从提高认识到理解、生产和互动再到非母语人士解放的能力。在 ELT 实践和 ELT 教师教育中成功实施 ELF 需要学生和教师广泛和真实地参与 ELF 交流。跨文化远程协作为在 ELT 课堂中创造 ELF 交流空间提供了创新手段。关于视频和文本聊天对话的教学案例研究强烈支持这样一种假设，即使用他们的共同目标语言作为通用语言可以显着使英语学习者发展一种解放的非母语者身份，从而成为他们自己的英语使用者。更重要的是，教学语言方法也可以成功地转移到其他外国目标语言。我以与跨语言实践和 ELF 语言相关的 MY English 概念的简要上下文来结束我的文章。教学法通用语言方法也可以成功地转移到其他外国目标语言。我以与跨语言实践和 ELF 语言相关的 MY English 概念的简要上下文来结束我的文章。教学法通用语言方法也可以成功地转移到其他外国目标语言。我以与跨语言实践和 ELF 语言相关的 MY English 概念的简要上下文来结束我的文章。