“…As for the participants in the teacher education project developed by Bayyurt and Sifakis (2015b, p. 131), dealing with WE and ELF issues represented for the participants in our study "an opportunity to receive new information about fascinating issues concerning the English language and a springboard for growing professionally as reflective teachers." In line with other research studies in different contexts (Bayyurt & Sifakis, 2015aMatsuda, 2009;Sifakis & Bayyurt, 2015;Vettorel, 2015), our findings show that, once informed, teachers do acknowledge the importance of dealing with topics related to the current developments of English and their pedagogic implications. This, as we have seen, can allow them to make informed pedagogical choices, actively reflecting on the need to promote an "ability to adapt, negotiate, and mediate communication in dynamic and context-sensitive ways" (Jenkins, Cogo, & Dewey, 2011, p. 17), and reflect on the need to move away from a predominantly norm-focused instruction towards a more communication-oriented and inclusive approach.…”