ABSTRACT
The extent to which TEIL can be implemented in English language classrooms is regulated to a great extent by the curriculum of the country in question. This study provides a local perspective on the role of Global Englishes in the English language curricula in Germany – with a specific focus on non-British/non-American varieties of English. The results show that (1) varieties of English are generally represented in the Germany-wide standards for ELT and the curricula of (almost) all federal states, and that (2) most curricula, at least at upper secondary level, relate audio-/audio-visual comprehension and language awareness competencies to Englishes world-wide. However, notwithstanding a few exceptions, they also show that (3) varieties of English are almost exclusively approached on a very broad, abstract, and unspecific level that leaves considerable room for interpretation. It is argued that future, revised versions of current curricula would benefit from making requirements regarding varieties of English more specific, not only with regard to the quantity of references to different varieties, but also the ways in which Global Englishes will be addressed.
