Abstract
This paper explores, through the example of HE group work, how principles derived from English as a lingua franca (ELF) research (e.g. accommodation, strategic competence) can provide insights into the speaking demands of group work in Anglophone EMI settings which includes native speakers as well as non-native speakers. The paper maps data gathered through interviews with first year undergraduate students against Mercer et al.’s (2017) oracy framework. It shows that students draw on a combination of linguistic, cognitive, physical and social & emotional skills, many of which align with ELF principles. However, current frameworks of support for speaking demands in HE (EAP & Academic Skills) lack focus on dialogic speaking, pay little heed to ELF findings and cater for native speakers and non-native speakers separately despite their needs being similar. The paper argues that a focus on ELF can contribute to the development of speaking support which sits at the centre of students’ academic journey and encourages better interactions between native and non-native speakers.