English Language Teachers' Attitudes Toward Philippine English and Its Educational Implications

Abstract The study explores English language teachers' attitudes toward Philippine English (PhE) and examines how these attitudes vary based on age, gender, and educational attainment. Given the increasing recognition of New Englishes, it is crucial for educators to acknowledge the legitimacy of PhE while promoting language awareness. However, previous research suggests that some teachers hold negative views toward PhE, potentially impacting its acceptance in educational settings. Utilizing a mixed-methods research design, the study gathered data from 50 English teachers at Jose Rizal Memorial State University (JRMSU) through structured questionnaires and semi-structured interviews. Quantitative analysis was conducted using statistical measures to determine teachers' general attitudes and potential differences based on demographic factors, while qualitative insights provided a deeper understanding of their perspectives. Results revealed a generally positive attitude toward PhE, indicating an overall acceptance of PhE as a legitimate variety of English. However, variations in attitudes were observed based on educational background, with those holding higher degrees displaying more favorable views. Findings support previous studies highlighting the increasing recognition of PhE among educators, although some lingering biases persist. The study underscores the need for curriculum development and teacher training programs that foster a more inclusive perspective on English language variations. By promoting a balanced approach to English instruction, educators can contribute to the legitimization and wider acceptance of PhE within academic and professional contexts. Keywords: Philippine English, Language Attitudes, English language teaching, New Englishes