Assessing pragmatic competence in ELF spoken interaction: Analytic rubrics for a university programme

English functions as a widespread communicative resource which is protean − highly adaptable in form − and shaped by contingencies of context. This situated variability constitutes clear evidence that pragmatic competence is central in effective language use. Understandings of English as an emergent practice therefore inform the pedagogical and administrative framework of an English as a Lingua Franca (ELF) programme at a private university in Tokyo. Within this framework, departures from native-speaker norms are interpreted as expressions of the diversity of global English use rather than as deficiencies. Despite the importance of pragmatic competence for successful ELF interaction, its role in assessment within the programme has remained largely implicit, a limitation which forms the basis of the rationale for the present study. Accordingly, this study proposes a framework of analytic rubrics aimed at making pragmatic competence in speaking more overt and assessable, expressed through attention to three interrelated constructs: intelligibility; linguistic accommodation; and communication strategies. Founded on ELF research and established principles of language assessment, the framework emphasizes clarity-oriented intelligibility work, adaptive linguistic accommodation and multistep meaning−negotiation strategies, reflecting salient pragmatic processes identified in ELF research. Each construct is exemplified by samples drawn from the English as a Lingua Franca in Japan Corpus, a resource developed by teacher-researchers in the programme. The framework therefore challenges evaluative paradigms which reward linguistic ‘correctness’ and risk marginalizing multilingual speakers whose context-specific language use facilitates successful transcultural communication regardless of conformity to native norms. Although not yet implemented, its construct-oriented design is intended to support engagement with ELF-related pedagogies and to facilitate critical language awareness. The study also proposes future directions, including rubrics for written ELF and learner-facing iterations for self-assessment, while offering a reference point for integrating ELF-aware speaking assessment into English language teaching programmes.