Marshall and Walsh Marr (2018) investigated faculty perceptions of teaching multilingual students in writing-intensive classrooms. They found that most instructors view students in binary terms, which may negatively influence the pedagogical methods they employ in classrooms where typical binary categorizations are often blurred.
Swan (2017) argues that ELF is nothing new, that ELF is not necessarily an expression of ownership or personal expression, and that targetlikeness may be a more appropriate focus when concerning pedagogy.
This article introduces LX as a way to move away from the native/non-native speaker or L1/L2 dichotomy towards a more accurate representation of multi-competent language users.
