As with any proposal for a change in pedagogy, the starting point for implementation is teacher education. Suggestions have been put forward for an approach to English language teaching (ELT) which takes into account the lingua franca function language can fulfill. Frameworks for how teachers might adopt a pedagogy of English as a lingua franca (ELF), however, are inconsistent with current policy guidelines for student teacher learning. This concerns most notably those directives provided in the European Portfolio for Student Teachers of Languages (EPOSTL), which is used in a growing number of teacher formation programs. This paper examines the ‘can-do’ statements which the EPOSTL proposes should represent the required methodological competences of language teachers. Using discourse analytic methods, the article explores what the EPOSTL portrays that prospective teachers need to know about language and how to teach it. It is argued that the language education policy represented by the EPOSTL is based on a conceptual perspective that can only impede the development of a genuinely reflective approach to the education of English language teachers and the implementation of an ELF pedagogy.

中文翻译：

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语言教师学习的规范性：ELF 和欧洲学生语言教师组合 (EPOSTL)

与任何改变教学法的建议一样，实施的起点是教师教育。已经提出了一种考虑到通用语功能语言可以实现的英语语言教学（ELT）方法的建议。然而，教师如何采用英语作为通用语 (ELF) 教学法的框架与当前学生教师学习的政策指导方针不一致。这最值得注意的是那些在语言学生教师的欧洲组合(EPOSTL)，它被用于越来越多的教师培训计划。本文研究了 EPOSTL 提出的“可以做”陈述应该代表语言教师所需的方法能力。使用语篇分析方法，本文探讨了 EPOSTL 所描绘的未来教师需要了解的语言以及如何教授语言。有人认为，以 EPOSTL 为代表的语言教育政策是基于一种概念性的观点，这种观点只会阻碍一种真正反思的英语教师教育方法的发展和 ELF 教学法的实施。