Multilingual English Language Teaching in the Philippines

In English language teaching (ELT) circles, the used in Philippines is traditionally labelled as ESL. However, that label, including attitudes and practices it brings, does not accurately capture complex situation country. this article, we argue education account for multilingual linguistically diverse context of use We monolingual perspectives approaches ELT continue to dominate field. Issues variation, existence varieties English, reality translanguaging are addressed. From curriculum design, assessment policies practices, classroom teaching, persists taking a one-size-fits-all approach only privileges so-called ‘native speaker’ norms. best characterized Englishes. Although an educated Philippine variety exists (Bautista, 2008), cannot be concluded widespread across archipelago. The complex, thereby eluding labels categories betray nativespeakerism perspective bias. Englishes more appropriately approached ENL, ESL, EFL. implications these categorizations on country discussed paper.