English learning and teaching have taken many forms in the last years. It is studied as a foreign language and a second language, and with specific purposes in technical fields of knowledge. However, in a broader context, English has become the lingua franca of communication and business. This new paradigm has impacted how teachers and learners see the acquisition of English. While some people prefer native or native-like English learning models, others are getting away from it. That is, some prefer intelligible communication rather than native-likeness.Therefore, this quantitative non-experimental study examined international MA TESOL students' perspectives about their awareness of English as a lingua franca and investigated their aspirations and preferences as English learners. The sample was composed of 20 non-native English teachers. Data were collected through an online survey that examined teachers' preferred models of English, beliefs about the most conducive environments for learning English, aspirations for correctness, intelligibility, and fluency. The findings provided empirical evidence that non-native English teachers are aware of the different English varieties and that they recognize these varieties as valid forms of English. This study found that participants put a higher emphasis on intelligibility than on grammatical accuracy if they thought that certain utterances would not impede communication. However, the results revealed a dual orientation in participants' aspirations, where their strong preferences paradoxically contradicted their awareness of the diversity of English varieties and their emphasis on intelligibility for native-like models of pronunciation and lexical knowledge. The implications of this study suggest that TESOL teacher education programs should provide spaces for analysis of the role of ELF in international learning milieus.

EFL teacher education has two sub-fields. On the one hand, we find English teachers, those professionals who teach English proficiency. On the other hand, we find teacher educators, those professionals who are teachers of teachers. Current research suggested that the latter needs more examination yet [2]. Therefore, this qualitative phenomenological study sought to examine EFL teacher educators' sources of knowledge base and the types of knowledge and skills that constructed their knowledge base. The purposefully selected research site was a teacher education program at a public university in Nicaragua. The sample consisted of six experienced EFL teacher educators. We gathered data through structured interviews and document analysis. Findings revealed that to become an EFL teacher educator might take more than three years of teaching in EFL teacher education programs, and it requires more preparation than just being an English teacher. The results indicated that teacher educators construct their knowledge and skills fro m eight sources, namely, coursework, observational knowledge, experience as language learners, EFL teaching experience, technology, research, teaching experience as EFL teacher educators, and professional develop ment. Out of these sources of knowledge, participants built sixteen types of knowledge and fourteen skills. The knowledge and skills they valued more were English proficiency, language learning experience, subject knowledge, pedagogical knowled ge, teaching experience in EFL teacher education programs, assessment knowledge of students' teachers, and knowledge of students' L1. This study concluded that becoming an educator requires more preparation and commit ment than just being an English teacher. It suggested that universities should consider offering undergraduate and graduate programs to train EFL teacher educators.