Frontmatter -- Acknowledgements -- Contents -- List of tables -- List of figures -- Acronyms -- Chapter 1 Understanding English as a Lingua Franca in Latin America: Aims and points of departure -- Chapter 2 English as a Lingua Franca curriculum from a decolonial perspective -- Chapter 3 "British English is much more prestigious, everybody knows that!": Reproducing and resisting hegemonic language ideologies in Chilean English teacher education -- Chapter 4 Introducing ELF-aware teacher education in Colombia: Voices of in-service teachers pursuing graduate studies -- Chapter 5 Metalanguaging ELF: The transformational power of students' critical dialogic talk -- Chapter 6 Is there empowerment through ELF? Insights from the experience of Brazilian student-teachers -- Chapter 7 Interactional Pragmatics Strategies (IPS) in spoken communication: Are business language courses in the Mexican Caribbean preparing students for (B)ELF? -- Chapter 8 English language teachers' understandings of English as an International Language or Global Lingua Franca: Comparative perspectives from Argentina, Venezuela and Ecuador -- Chapter 9 A good match for diversity and inclusion? ELF and English teaching aspirations in Mexican Higher Education -- Chapter 10 Looking back, forward, within and across -- Notes on contributors -- Index