ABSTRACT
As previous chapters in this handbook have shown, theoretical and empirical work within the field of ELF raises crucial questions about established modes of practice in the ELT profession. Although the pedagogical implications of such research has been attracting an increasing amount of attention in recent years, as evidenced by the number of chapters in this handbook that focus on pedagogy, little attention has been placed on ELT materials specifically. In order to create pedagogical change within the field of ELT, we need to look at various aspects of the learning and teaching process: “it is not enough to simply say that ELF has implications for pedagogy” (Dewey, 2012, p. 143). ELT materials are a central part of the learning and teaching process, “often seen as being the core of a particular programme” (McDonough et al., 2013, p. 51) and serving as a major source of language input (Richards, 2001). The lack of suitable materials has been noted as being one of the key barriers in incorporating a global Englishes perspective into the ELT classroom (Galloway and Rose, 2015), and the fact that “the prevailing orientation in . . . ELT materials still remains undoubtedly towards ENL” (Jenkins 2012, p. 487), warrants serious attention.
