As Seidlhofer and Widdowson point out in the introductory chapter of this volume, ‘the global learning of English needs to be based on its global use’ and that ELF ‘corresponds more closely to what is real for learners, and is a more realistic objective for them to achieve’. It is also important to note that there is a myriad different contexts in which ELF occurs. Previous chapters in this book have exemplified ELF use in a range of different contexts including Brazil, Greece, Turkey and Portugal. My own work (Kirkpatrick, 2010) shows a range of contexts in which ELF is used in Asia. For example, the 10 countries that make up the Association of Southeast Asian Nations (ASEAN1) have made English the sole working language of the group, thereby necessitating daily and continual use of ELF across the region. ELF is thus seen throughout the world and in many different contexts.