The status of English as a global language has challenged the fundamental principles of how English should be learned and taught. For decades, researchers have argued for a much-needed paradigm shift in English language teaching (ELT) in order to meet the changing needs of its users. For a majority of those, English is not the L1 (first language). In fact, it is being used for different purposes and with different interlocutors. This diversity of English language users creates challenges, though, when it comes to ELT practices and to training future teachers to successfully cater to the diverse needs of their learners. The aim of this chapter is to present, evaluate and critique the principles and practices related to the variety of Englishes currently being used in English Language Teacher Education and to discuss the challenges faced by educators and researchers alike. After presenting current perspectives and relevant conceptualisations, their implications are linked to teaching contexts. Additionally, findings from current research that acknowledges the changing status of English will be presented. The third section then discusses possible applications, elaborates on examples of actual practices and suggests one way of integrating a WE/ELF/EIL-informed approach in English language teacher education.