Attitudes Towards Philippine English: The Case of ESL Teachers in Selected Provinces in Central Luzon, Philippines
DOI:
https://doi.org/10.11594/ijmaber.04.07.29Keywords:
English as a second language, ESL instruction, ESL teachers, Language attitudes, Language education, Philippine English, Region 3-PhilippinesAbstract
Language attitudes refer to individuals' views, judgments, and emotions regarding a language or linguistic variety. These attitudes are shaped by various factors such as cultural, social, historical, and political contexts. In the case of Philippine English, attitudes regarding this linguistic variant have shifted, reflecting evolving views and ideals within Philippine culture. Thus, the study aimed to provide insights into the social, cultural, and linguistic factors that shape attitudes towards Philippine English and contribute to a better understanding of language attitudes in multilingual societies. Both quantitative and qualitative methods were employed in the study, specifically the concurrent triangulation or convergent parallel design. The researchers used convenience sampling to identify 40 ESL teachers in selected provinces in Central Luzon, Philippines. The research instrument that the proponents utilized for this study is the survey questionnaire, and the data were analyzed through descriptive statistics and thematic analysis. Based on the quantitative findings, the data revealed that most ESL teachers strongly agree with the acceptance and utility of Philippine English in ESL instruction. Furthermore, the qualitative data presented that Philippine English promotes cultural understanding, student engagement, language empowerment, and a sense of belonging. It also enhances language skills, promotes cultural relevance and understanding, boosts communication and confidence, facilitates real-life application, and contributes to the professional growth of teachers. Finally, incorporating Philippine English in ESL instruction contributes to a more inclusive, engaging, and effective language learning experience for students. The researchers recommended offering professional development opportunities for ESL teachers, addressing the concerns of teachers who express disagreement and doubt regarding the utility of Philippine English, supporting teachers in adapting their teaching methods to effectively incorporate Philippine English, and encouraging ongoing professional growth and development among teachers in the field of Philippine English for ESL education.
Downloads
References
Almeida, F. (2018). Strategies to perform a mixed methods study. European Journal of Education Studies, 5(1), 137–151. https://doi.org/10.5281/zenodo.1406214.
Bautista, M.L.S. (2000). Defining standard Phil-ippine English: Its status and grammati-cal features. De La Salle University Press. Retrieved from https://bit.ly/2W9QMCj.
Clarke, V., & Braun, V. (2016). Thematic analy-sis. The Journal of Positive Psychology, 12(3), 297-298. https://doi.org/10.1080/17439760.2016.1262613
Creswell, J. W., & Plano Clark, V. L. (2018). De-signing and conducting mixed methods research (3rd ed.). SAGE Publications, Inc.
Dayon, C.A. (2018). Semantic Feature of Phil-ippine English: A Qualitative Analysis. Asian Society of Teachers for Research, Inc., vol. 2.
Dimaculangan, N. & Gustilo, L. (2018). Atti-tudes of Filipino English Teachers toward 21st Century Philippine English Writing. Advanced Science Letters, American Sci-entific Publishers. DOI:10.1166/asl.2018.12560.
Etikan, I., Musa, S. A., & Alkassim, R. S. (2015). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4. https://doi.org/10.11648/j.ajtas.20160501.11
Hanna, E., & Gough, B. (2019). The impact of infertility on men’s work and finances: Findings from a qualitative questionnaire study. Gender, Work and Organization. Leeds Beckett Repository. https://doi.org/10.1111/gwao.12414
McCusker, K., & Gunaydin, S. (2014). Research using qualitative, quantitative, or mixed methods and choice based on the re-search. Perfusion, 30(7), 537–542. https://doi.org/10.1177/0267659114559116
Roopa, S., & Rani, M. S. (2012). Questionnaire designing for a survey. The Journal of In-dian Orthodontic Society, 46(4), 273-277. https://doi.org/10.5005/jp-journals-10021-1104
Schoonenboem, J., & Johnson, R. B. (2017). How to construct a mixed methods re-search design. KZfSS Kölner Zeitschrift Für Soziologie Und Sozialpsychologie, 69(S2), 107-131. https://doi.org/10.1007/s11577-017-0454-1
Terry, G., Hayfield, N., Clarke, V., & Braun, V. (2017). Thematic analysis. The SAGE Handbook of Qualitative Research in Psy-chology, (2), 17-37.
Umayam, A.R., Icamen, T.B., Merano, C.C., & Adnan, A.H. (2022). Philippine English and the Attitudes and Perceptions of Col-lege Students. International Journal of Advanced Language and Educational Linguistics, 3(1), 1-16.
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access).
