Late draft 1 Spencer Hazel Roskilde university spencer@ruc.dk (corresponding author) Johannes Wagner University of Southern Denmark jwa@sdu.dk L2 and L3 integrated learning – lingua franca use in learning an additional language in the classroom 1. Introduction This study offers an empirical account of the use of English in Danish-as-a-foreign-language classroom settings. We will refer to English as the lingua franca - which in itself is a second language for the majority of the participants in the data - and to Danish as the target language. We consider implications of lingua franca interaction in target language classroom interactions, and show how in sequences where participants orient to linguistic issues in the target language, for example grammatical forms or lexical items, they often do this with reference to the lingua franca. Foreign and second language classroom settings where English is used as a lingua franca have been described for other target languages and other geographic areas. For example, Lee & Ogi (2013) have studied the use of English in Japanese-as-a-foreign-language courses in Australia, where a growing proportion of students attend from countries where English is not a first or official language. Elsewhere, Wang (2013) describes how with the burgeoning demand for Chinese-as-a- foreign-language, one basic requirement in the recruitment of qualified teachers to the profession is a command of English (or one of the other major languages). Both these studies use interview data to investigate teacher and learner attitudes to the use of a lingua franca in these language classroom settings. In yet another part of the world, and combining discourse analysis with an autoethnographic approach, Kirkebæk (2013) explores a Danish FL teacher’s use of English in the