Abstract
The notion that English as a foreign language (EFL) education is instrumental in fostering internationalization and intercultural competencies is widespread. Governments around the world often make such claims. For example, the Taiwan Ministry of Education touts the value of English in helping Taiwanese people to become “global citizens” (Republic of China Ministry of Education, 2022). Such a stance has great intuitive appeal: Those acquiring English ability certainly are poised to expand chances to interact with others outside their own sphere. Ironically, though, ample research reveals how the hidden curriculum within EFL materials can favor powerful social groups, actually hobbling just internationalization. In light of this, I argue that habitual criticality is needed to cogently trouble EFL materials.
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