Abstract
Teacher education is an influential factor in the implementation of TEIL. The present chapter provides first insights into the role of Global Englishes in the second phase of teacher education in Germany based on a qualitative study with teacher educators in the federal state of North Rhine-Westphalia. The results show that teacher educators generally attribute importance to Global Englishes in ELT. At the same time, they have several reservations and mixed views on non-American/non-British Englishes. In the second phase of teacher education, Global Englishes hardly play any role. Most teacher educators are influenced by inculcated standard language ideologies in favor of traditional TEFL and (idealized) standard norms. We therefore suggest that teacher educators in the second phase of teacher education in Germany should be made aware of Global Englishes and potential implications for ELT.
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