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English as a Lingua Franca (ELF) is today a research area which has attracted a lot of attention. This paper builds on recent research in this field and explores Taiwanese English as a foreign language (EFL) and international students' (FLF) perceptions toward Englishes. The participants were (i) EFL sophomores who took college English courses (n = 1965) and (ii) ELF graduate students in an international MBA (IMBA) program (n = 97) in Taiwan. Comparing the survey results enables the researchers to investigate English learning perceptions between undergraduate students, who learn English as a foreign language, and IMBA students, who study in ELF classrooms and use English for academic learning to communicate with instructors and fellow students. In addition to survey, interview data were collected from 13 ELF students so that qualitative data were available for analysis. The result of this study suggests the need to reformulate English education in Taiwan so that English becomes an effective tool for learning and communication in academic ELF settings. This will involve raising awareness of English varieties, fostering cross-cultural understanding, and developing accommodation strategies to facilitate international communication. Keywords: Standard English, English as a Lingua Franca (ELF), English as a foreign language (EFL), higher education 英語為外語學習者以及國際英語使用者對於不同英語的觀感 摘要: 本文探討英語為外語學習者以及國際英語使用者對於不同英語的觀感。 研究對象為(一)就讀於臺灣一所大學的二年級生 (n = 1965)，及(二)就讀同一所 大 學、修讀全英語授課課程的國際企業管理研究生 (n = 97)。本研究透過問卷及 面談瞭解上述兩學生族群對標準英語及全球各地不同英語類型的看法及意見。 研究結果顯示為了讓英語能成為高等教育學生有效的學術學習及溝通工具，有 迫切需求去修正臺灣現今的英語教學方針；這些修正包括提升學生對不同英文 類型的覺知，培養跨文化了解，以及發展適應性策略來輔助跨國際溝通。本研

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In 2018, Taiwan announced a bilingual education policy. Since then, bilingual teacher development has been a national priority, which has created anxiety and concerns among local Taiwanese teachers, who are expected to teach in the English medium. By extending the core values, design principles and inspired practices from New London Group’s (1996) pedagogy of multiliteracies (PoM), we present how a local Taiwanese teacher in a Grade 1 content and language integrated learning mathematics class successfully leveraged translingual and trans-semiotic resources in an English-as-a-foreign-language context, which in turn facilitated learners’ multilingual production. The findings show that trans-semiotizing helps bilingual teachers effectively deliver and support content learning, whereas translanguaging enables bilingual teachers to create a positive environment which encourages learners’ multilingual production. This study provides an opportunity for Taiwan’s educators to productively navigate problems arising from the bilingual education policy and nativespeakerism in Taiwan through creatively adapting the PoM. This study concludes with directions for bilingual teacher education.