This volume explores the implications of the latest findings of research in key English-as-a-Lingua-Franca (or ELF) research areas, including business and academic ELF, intercultural communication, language attitudes, code-switching, and accommodation. Part 1, “Latest trends in ELF discourse,” presents empirical research studies of ELF communication. Susanne Ehrenreich applies the language contact framework in her research into ELF in two Germany-based multinational companies and analyzes the dynamics of ELF use in the domain of international business. Will Baker argues that culture and identity are relevant categories in characterizing ELF communication. Jagdish Kaur shows that ELF speakers pay attention to form and meaning in the interest of successful communication. Lucy Pickering & Jason Litzenberg examine ELF speakers' use of intonational resources to negotiate and maintain successful interaction. Jane Evison & Goodith White then demonstrate how ELF is used creatively in the Malaysian media while at the same time being manipulated and commercialized for specific purposes. In the next chapter, Karolina Kalocsai explores the co-operative and supportive practices that ELF speakers employ to foster interpersonal involvement, such as utterance completions and code-switching. Cornelia Hülmbauer shows that cognates (i.e. words from related languages) can be considered to bring about implicit manifestations of plurilinguality in ELF communication. In the next chapter, Anita Wolfartsberger discusses the issue of simultaneous speech in ELF, which can be used not only for collaborative but also for competitive functions.

Part 2, “Latest trends in pedagogy and attitudes,” deals with ELF research on attitudes, beliefs, and pedagogy. Martin Dewey investigates the extent to which interlocutors in ELF communication converge towards each other's speech patterns and presents evidence of how accommodation in ELF interactions manifests itself at both a receptive and productive level. Tamah Sherman & Dagmar Sieglova explore students' perceptions of ELF in Czech secondary schools and argue that native English is seen to be representative of educational and economic success, whereas ELF is associated with vocational, nonacademic education. In the next chapter, Toshie Mimatsu discusses how Japanese junior and senior high school teachers interpret and implement the teaching of English for international understanding. Luciana Pedrazzini and Andrea Nava investigate how a group of English language teachers with different first language backgrounds use English as a lingua franca and how their attitudes and beliefs towards English and its speakers affect their identities as teachers of English and ELF users. Nicos Sifakis & Richard Fay argue that language teachers in Greece should engage with and enrich their teaching practices through the adoption of an EFL orientation. In the final chapter, Bruce Horner discusses the issue of ELF writing and argues that negotiation of meaning should be at the center of writing ELF.

On the whole, the volume presents an interesting selection of well-written and well-researched papers that cover a range of prominent issues in ELF research. This timely and valuable volume will be of particular interest to researchers who are engaged in research on sociolinguistics, global Englishes, language and education, and language planning.