‘Walking out from the flat’: Pre-service English language teachers’ experiences of and needs for English as a lingua franca during study-abroad

Globalisation and internationalisation have significantly shaped the global status of English as a lingua franca (ELF). Recently, it has been argued that ELF should be understood from a multilingual perspective in English-medium instruction (EMI) education. Although EMI policy and practice have been examined and discussed in scholarship, an examination of ELF in relation to EMI is essential for bridging the gap between the policy and practice level of EMI. This qualitative study unpacked the study-abroad ELF experiences and needs for support of Chinese pre-service English language teachers after their first month of postgraduate teacher education study at a Scottish university. After thematic analysis of the focus group data, the findings revealed participants' negativity in their daily and academic ELF experiences, though limited positive ELF experiences existed. Participants called for extra-curricular activities, a more engaging and communicative pedagogy in EMI classroom, and international student diversification and engagements with peer support in international universities. They urged curriculum innovation in English and intercultural communication education. This study sheds light on the development of curriculum, language policy, and student support in international universities. The paper ends with further insights into ELF experiences in a broader context where ELF is intertwined with EMI.