In this paper I discuss the possibilities, opportunities, challenges and (even) perils in applying the ELF-aware perspective in teacher education. I focus on presenting two obstacles in enabling this application, the first related to teachers’ attitudes, which tend to be fundamentally negative, and the second referring to an uncertainty about establishing, applying and evaluating appropriate ELF pedagogy. The obstacles are discussed with reference to examples from my personal experience as teacher educator, and argue (a) that these obstacles are also present in more “traditional” teaching and teacher education practices and (b) that they can be overcome if they are perceived as opportunities for integrating real-life interactions involving non-native English language users in the EFL classroom and prompting EFL teacher reflection and growth.

This article presents results from a needs analysis survey conducted in the first year of a European-funded project entitled ‘Teachers’ Assessment Literacy Enhancement (TALE)’. The survey questionnaire used asked 1788 learners of English in Cyprus, Germany, Greece and Hungary about their experiences of assessment; which of these they considered conducive to learning and the role feedback played as an instrument of formative assessment. Further questionnaire data from their 658 teachers were included in the data analysis. The results showed that practices differed across contexts. Overall, both learners and teachers reported a wide range of skills and areas to be assessed in the EFL classroom with writing, followed by speaking, being assessed the most. Based on the perceptions reported by the learners, the assessment types used revealed rather traditional approaches with frequent use of e.g. discrete-point tests with closed answers, extended writing and translation. The learners appeared to regard these types of assessment to be supportive of their learning. Feedback given was mostly restricted to marks and brief comments. The perceptions on feedback practices varied among teachers and their learners. Results of the needs analysis were taken as the basis of the online course design for enhancing teachers’ language assessment literacy.

In ELT contexts, the concept of ELF awareness has been proposed as a means of developing the skills, strategies, and overall outlook that learners require to competently participate in ELF interactions. Depending on the teaching context, this can be a demanding process. We discuss the ELF-aware instructional interventions carried out by two practitioners working in high-stakes exam preparation contexts in Greece. These contexts are predominantly Standard English oriented. The interventions described an attempt to put into practice the principles of ELF-aware pedagogy, namely awareness of language and language use, awareness of instructional practice, and awareness of learning. The innovative aspect of these interventions is that they do not run contrary to the curriculum of these high-stakes exam preparation classes. On the contrary, they complement the courseware used in these contexts with authentic audiovisual materials and original metalinguistic activities that boost learners’ self-confidence as ELF speakers and as candidates of these exams.