For decades now, researchers and academics have lamented the mismatch between the representation of English in the classroom and the way the language is used in real-world contexts. Much of teaching is bound by curricula that determine not only the contents of their teaching but also the materials and assessment methods they use, they are crucial to investigating changes within TESOL, which is especially true for the public school system in Germany. It therefore seems pertinent to turn our attention toward the administrative and prescriptive side of the decision-making process in public school systems. In other words, to understand the ways in which Global Englishes can be, and have been, represented within classroom teaching contexts, it is necessary to scrutinize language curricula and mandatory textbooks. To appropriately evaluate necessary changes and developments toward GELT, we need to take a longitudinal view and identify changes over time, however small they may be. This study outlines changes in the conceptualization of English language and English communication over the last 5o years in accordance with relevant GELT themes in German secondary school. A selection of TESOL curricula alongside TESOL textbooks were analyzed as representative of changes in teaching practice. Structuring content analysis was used to identify changes in the representation of key themes. The curriculum analysis suggests keen awareness of the role English plays as a global communication tool from the 1990s, while the conceptualization of its speakers, speaking contexts, and relevant skills remain largely unchanged as the content analysis revealed a strong attachment to native speaker and standard English ideology throughout the curricula and textbooks.