When teachers and administrators consider widespread ELF use, they face the need to understand ELF and its pedagogical implications, to scrutinize ideology in curriculum, and to conceptualize curricular change. These needs are addressed in this chapter by highlighting aspects of ELF which the author considers beneficial, by examining essentialism, reductionism, and exclusion in ELT, and by presenting examples of measures for teachers to consider, including descriptions of some teaching practices employed in a Japanese university setting. ELF-aware pedagogy may involve emphasizing language diversity and variability, processes of linga-cultural accommodation and adaptation, and communication strategies to enable intelligible communication. It may enable a closer alignment with students’ current and potential communication contexts.