Toh’s (2016) Topic & Comment article Doing justice to an English as a lingua franca paradigm in this journal provides a sceptical appraisal of a couple of years following the launch of the Center for English as a Lingua Franca (CELF) programme within Tamagawa University, Tokyo, Japan. Having been established in 2013, CELF offers English education to all university departments across the humanities and sciences in 2019, and now may be a good time to reflect on what Toh (2016) has to say. This is all the more so because many readers of this journal would be interested in developing their own ELF-oriented ELT programmes in other parts of the world. The present paper starts by addressing Toh’s (2016) concerns about latent effects of “Western TESOL” on the CELF programme: essentialism, reductionism, and exclusion. Specifically, he problematises one-size-fits-all approaches, behaviourist epistemologies, and hegemonies of native-speakerism. We discuss these issues in relation to former and current practices at CELF, and in relation to ELF theories. We then introduce CELF teacher-led projects for programme development, and conclude by identifying some immanent issues to be tackled in the future. The first author of this response article is a newcomer to CELF, and the second author has an extensive experience in language teaching at the institution, including CELF.

中文翻译：

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在 ELT 中为 ELF 伸张正义：对 Toh (2016) 的评论

Toh (2016) 的主题和评论文章 Doing just to an English as a lingua franca范式在本期刊中提供了对多摩川大学英语作为通用语言中心 (CELF) 计划启动后几年的怀疑评估，日本东京。CELF 成立于 2013 年，2019 年为所有大学人文科学系提供英语教育，现在可能是反思 Toh (2016) 所说的话的好时机。更是如此，因为该期刊的许多读者可能有兴趣在世界其他地方开发他们自己的面向 ELF 的 ELT 程序。本文首先解决 Toh (2016) 对“西方 TESOL”对 CELF 计划的潜在影响的担忧：本质主义、还原主义和排斥。具体来说，他将一刀切的方法、行为主义认识论和母语者霸权问题化。我们根据 CELF 以前和当前的实践以及 ELF 理论讨论这些问题。然后，我们介绍 CELF 教师主导的项目开发项目，并通过确定未来需要解决的一些内在问题来总结。这篇回应文章的第一作者是CELF的新人，第二作者在包括CELF在内的机构有丰富的语言教学经验。最后确定一些未来需要解决的内在问题。这篇回应文章的第一作者是CELF的新人，第二作者在包括CELF在内的机构有丰富的语言教学经验。最后确定一些未来需要解决的内在问题。这篇回应文章的第一作者是CELF的新人，第二作者在包括CELF在内的机构有丰富的语言教学经验。