Growing interest in English as a lingua franca (ELF) has resulted in a notable increase in the amount of empirical research that attempts to describe the nature of ELF interactions. This article looks at the pedagogical implications of this research in the wider context of other developments in pedagogical pragmatics. It proposes three types of strategy, which together offer teachers and materials designers a broad framework within which they can usefully begin to develop the pragmatic competence of their students in a manner that prepares them for ELF communication without imposing on them the values of a particular world view associated with a monolithic, less democratic view of English.