This paper examines the enactment of English as a subject in basic education (ESBE) in Singapore through an ecological lens, drawing on van Lier's (2004, 2010) framework and Zein's (2022a) conceptualisation. It argues that English in Singapore is not merely a school subject, but a sociolinguistic and curricular anchor central to national development, policy, and identity. The proposed Four-Layer Curriculum Enactment Model captures how policy imperatives, curriculum reform, teacher education, and classroom practice interact across different layers of influence. Using STELLAR, the national language education programme, as a case of curriculum innovation, the paper shows how coherence across policy, curriculum, pedagogy, and teacher preparation has enabled impactful enactment. Singapore's case illustrates how English functions within a broader ecology, offering a model with potential relevance across ASEAN. Ultimately, it shows how broader questions of educational purpose, national development, and imagined futures are mediated through language and curriculum.