<![CDATA[This study investigates the extent to which Global Englishes principles are represented in Indonesian and international English Language Teaching (ELT) textbooks. Specifically, it compares the Indonesian Curriculum 2013 (K13) English textbook and the Interchange Third Edition using the Global English Language Teaching (GELT) framework to examine representations of people, cultural perspectives, cultural practices, and cultural artefacts. The analysis findings reveal that international ELT textbooks are beginning to reflect the global use of English by incorporating a wider range of English varieties and cultural contexts. In contrast, features of Global Englishes are only partially incorporated into Indonesian ELT textbooks, which largely adhere to traditional native-speaker norms. The study underscores crucial research gaps and emphasizes the urgent need for comprehensive comparative analyses of textbook content, pedagogical approaches, and teacher training in Indonesian and international contexts. It also advocates for empirical research into how exposure to global Englishes influences students' perceptions and outcomes. The study highlights the necessity for more inclusive and effective ELT materials that prepare students for international communication. The findings contribute to the growing literature on Global Englishes by demonstrating how centralized national curricula may constrain textbook representation of linguistic diversity. In practical terms, the study provides recommendations for textbook developers, curriculum designers, and teacher educators seeking to incorporate Global Englishes into ELT materials.]]>
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