The purpose of this chapter is to introduce the constructs of English as a Lingua Franca (ELF) and World Englishes (WEs) and their implications for English Language Teaching (ELT), particularly in the areas of (i) oral communication and pronunciation instruction, (ii) English for Academic Purposes (EAP) writing, and (iii) assessment of English proficiencies, three areas where “native” speaker norms and “monolingual” language policies and teaching practices hold sway. Our objective is to argue for WEs- and ELF-based instruction in ELT not only from an ideological and ethical standpoint, but a practical one that concerns real world communicative needs and the fluidity of language use in interaction. Furthermore, we seek to push the theorization of WEs- and ELF-informed pedagogies further by discussing how the current proliferation of English-medium instruction (EMI) around the world should not only orient to teaching “Global Englishes” rather than “standard English” but also involve translanguaging practices and local and Indigenous languages and knowledges.