As English continues to function as a global lingua franca, its significance within Taiwan’s education system has grown notably, particularly following the introduction of the Bilingual 2030 policy. This national initiative aims to improve students’ English proficiency and foster a bilingual learning environment, thereby positioning Taiwan as a competitive player in the global economy (NDC, 2021). However, the policy has ignited discussions regarding its implementation and potential repercussions (e.g., Graham et al., 2021; Graham & Yeh, 2023; Yeh, 2023), while also underscoring the necessity to reevaluate how English is conceptualized within English language teaching (ELT) curricula (Lin et al., 2025). This reevaluation is particularly crucial for assessing whether Taiwan’s ELT curriculum reflects the sociolinguistic realities of English in today’s globalized context.

Recent scholarship has increasingly highlighted the need to reconceptualize English Language Teaching (ELT) through a Global Englishes (GE) lens, advocating for curricula and pedagogy that align more closely with the realities of English as a global language . In this talk, I report on two recent studies analyzing Taiwan’s elementary-level ELT curriculum in relation to Global Englishes Language Teaching (GELT). In doing so, I call for more equitable and representative curricula that better reflect the multilingual and intercultural realities of English. This shift away from ‘native’ English norms is essential for fostering inclusive and globally relevant ELT practices in Taiwan and beyond.