Common Issues of Using English as a Lingua Franca

Author(s)

Maksym Cheremisin
Jan Długosz University in Częstochowa, Poland
https://orcid.org/0000-0002-8508-2302

Journal: Polish Journal of English Studies

Issue: 12.1 (2026)

Date: 15/06/2026

Page: 89

Quote As: Maksym Cheremisin, Common Issues of Using English as a Lingua Franca, Polish Journal of English Studies 12.1 (2026): 89-106

DOI: doi.org/10.64867/pjes.25435981.26.121.0906

Abstract

This article examines the historical, geopolitical, and sociolinguistic factors that have shaped the global rise of English as a lingua franca (ELF). It outlines the colonial and postcolonial trajectories of English, its consolidation through American economic and cultural dominance, and its further acceleration in the age of globalization and digital technologies. Drawing on works by Crystal (2003), Graddol (1997, 2006), Jenkins (2014), Seidlhofer (2004, 2005, 2006), and Mackenzie (2014), and others, the article provides an overview of key definitions and conceptual debates surrounding ELF. Particular attention is paid to the question of whether ELF constitutes a distinct variety of English, to the benefits and disadvantages of its global spread, and to the practical issues it raises in intercultural communication. Empirical perspectives are included through reference to corpus-based research (e.g., VOICE, Cogo & Dewey), which suggest that ELF interaction is neither a “reduced” form of English nor chaotic, but often relies on creativity, accommodation strategies, and collaborative meaning making. At the same time, the article highlights concerns about fairness, linguistic inequality, and domain loss in the humanities and social sciences, where reliance on English may disadvantage non-native speakers and marginalize research in other languages. The discussion concludes by suggesting that ELF pedagogy should prioritize intelligibility, accommodation, and multilingual awareness over prescriptive adherence to native-speaker norms. The article also outlines concrete implications for syllabus design and assessment in ELF-informed classrooms. Furthermore, it emphasizes the necessity of shifting traditional assessment paradigms to better reflect the fluid and dynamic nature of modern global communication. By integrating translanguaging practices and acknowledging the multilingual repertoires of learners, educators can foster a more inclusive and equitable environment. Ultimately, embracing ELF as a legitimate communicative resource rather than a deviation from standard norms is essential for preparing individuals to navigate an increasingly interconnected world.

Keywords: English as a lingua franca, globalization, multilingualism, sociolinguistics, language policy

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Received: 2025-09-26; Reviewed 2026-02-03; Accepted 2026-04-26