A Report on Faculty Development and Research at the Center for English as a Lingua Franca ELF センター 2018 FDと活動レポート Rasami Chaikul, チャイクル・ラサミ Center for English as a Lingua Franca, Tamagawa University, Japan rasami.chaikul@lab.tamagawa.ac.jp Brett Milliner, ミリナー・ブレット Center for English as a Lingua Franca, Tamagawa University, Japan milliner@lit.tamagawa.ac.jp ABSTRACT Faculty development (FD) plays an integral role in the development of the Center for English as a Lingua Franca (CELF) program at Tamagawa University. The Center has a hiring policy that is not based on the native English speaking norm. As a result, the Center has welcomed a diverse mix of teachers from different cultural and language backgrounds (e.g., Bulgaria, Brazil, Finland, Macedonia, Ukraine, Thailand, The Philippines) who bring rich authentic ELF resources and enhance the frst-hand ELF-communication experience for our students. In this report, we describe the different faculty training and development initiatives aimed at promoting effective instruction in our ELF classes. This will be followed by a detailed report on the center’s research achievements in the 2018 academic year. KEYWORDS: ELF, Faculty development, ELF teacher training, ELF research 1. INTRODUCTION The Center for English as a Lingua Franca (CELF) offers ELF classes to students from all colleges at Tamagawa University. Our Center consists of a very diverse group of 49 teachers from different countries of origin and backgrounds who were hired by the virtue of their qualifcations. Their ethnic, linguistic and cultural diversity represents a valuable resource for ELF teaching as well as faculty development as all teachers bring different cultural, educational, and frst language backgrounds (e.g., Brazil, Bulgaria, China, Finland, Macedonia, The Philippines, Thailand). They serve to create a plurilingual community and play a major role as authentic resources for ELF-communication. Core objectives for the different faculty development lectures and workshops staged throughout 54