My first encounter with the concept of English as a lingua franca occurred in a very timely way for me professionally – at a point when, as a fairly early career teacher educator working as a tutor on initial language teaching awards, two very connected (though I had not fully realised this yet) strands of my thinking started to come together. First, I had begun to observe in teaching practice sessions how novice teachers typically struggled to a) notice and b) understand how to usefully respond to the language output of their students. Second, I had recently completed a Master’s degree at King’s College London, and was beginning to think seriously about how the two MA courses I had found most thought provoking while at King’s (Sociolinguistics and Teacher Education) might usefully enable me to write a PhD research proposal. It was ELF that allowed me to link together these two strands in a meaningful way and put together that proposal. Creating this link in my mind was only possible with considerable support from Jennifer Jenkins, who I had first met as long ago as 1996 (amazingly!), first as a tutor on a Diploma level teaching award, then as the lecturer for sociolinguistics and programme director for the MA at King’s. The seeds of these strands of thinking were initially planted while I was on the MA listening to Jennifer Jenkins discuss her research into the phonology of English when used as a lingua franca and present to her students the seminal ideas that would soon become Jenkins (2000). To Jennifer Jenkins, I would like to take this opportunity to thank you especially. It was your seminal ideas that gave me a way of making sense of the experiences of novice teachers and their relative lack of engagement with their students’ language. Instead of struggling to notice the ‘errors’ the students were producing, instead of worrying how they might ‘correct’ or ‘fix’ their learners’ English, adopting ELF as a framework for looking at language would give novice teachers a way of focusing more on what might count as effective and efficient communication, regardless of whether or not this coincided with native speaker norms. Following on from this, the focus of my first research into ELF, which would then shape my doctoral thesis (again under the influential guidance of Jennifer Jenkins), was on uncovering patterns of lexis and grammar that were divergent

中文翻译：

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一个ELF-ography

我第一次接触英语作为通用语言的概念对我来说是在专业上非常及时的——当时，作为一名相当早的职业教师教育家，作为初始语言教学奖的导师，两个非常相关（尽管我还没有完全意识到这一点）我的想法开始聚集在一起。首先，我开始在教学实践课程中观察新手教师通常如何努力 a) 注意和 b) 理解如何有效地回应学生的语言输出。其次，我最近在伦敦国王学院完成了硕士学位，并开始认真思考我在国王学院（社会语言学和教师教育）最发人深省的两门硕士课程如何帮助我撰写博士研究报告提议。正是 ELF 让我以一种有意义的方式将这两条线联系在一起，并将该提案放在一起。只有在 Jennifer Jenkins 的大力支持下才能在我的脑海中建立这种联系，我早在 1996 年就认识了他（令人惊讶！），首先是作为文凭​​水平教学奖的导师，然后是社会语言学和课程的讲师国王学院硕士研究生导师。这些思路的种子最初是在我攻读硕士学位的时候播下的，当时我正在听 Jennifer Jenkins 讨论她对用作通用语言的英语音系的研究，并向她的学生展示很快就会成为 Jenkins 的开创性想法 (2000) . 对于詹妮弗·詹金斯，我想借此机会特别感谢您。正是您的开创性思想让我了解了新手教师的经历以及他们相对缺乏对学生语言的参与。与其努力注意学生产生的“错误”，也不必担心他们如何“纠正”或“修正”学习者的英语，采用 ELF 作为观察语言的框架将为新手教师提供一种更加专注的方式什么可以算作有效和高效的沟通，无论这是否符合母语人士的规范。继此之后，我对 ELF 的第一次研究的重点是揭示不同的词汇和语法模式，这将塑造我的博士论文（再次在 Jennifer Jenkins 的有影响力的指导下）与其担心他们如何“纠正”或“修正”他们的学习者的英语，采用 ELF 作为观察语言的框架将使新手教师能够更多地关注可能被视为有效和高效沟通的内容，无论是否或这不符合母语人士的规范。继此之后，我对 ELF 的第一次研究的重点是揭示不同的词汇和语法模式，这将塑造我的博士论文（再次在 Jennifer Jenkins 的有影响力的指导下）与其担心他们如何“纠正”或“修正”他们的学习者的英语，采用 ELF 作为观察语言的框架将使新手教师能够更多地关注可能被视为有效和高效沟通的内容，无论是否或这不符合母语人士的规范。继此之后，我对 ELF 的第一次研究的重点是揭示不同的词汇和语法模式，这将塑造我的博士论文（再次在 Jennifer Jenkins 的有影响力的指导下）