Foregrounding Philippine Englishes in fostering linguistic equality

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This article supports the standpoint of Philippine Englishes (PhEs) and discusses the sociolinguistic hierarchy in the Philippines. Using the lens of unequal Englishes, the article examines the linguistic demarcations in basic education, the domain where PhE started to evolve. It presents glimpses of unequal PhEs through illustrations from a study on how English language teaching is conducted in the context of the Mother Tongue-Based Multilingual Education Policy in six public elementary schools in the Visayas and Mindanao and an analysis of the current K to 12 Curriculum in English. The findings suggest that learners have uneven access to PhEs. Amonolingual paradigm privileging Inner Circle PhEs is reflected in certain teaching practices and some elements of the English program. It is time to give PhEs a distinct place in the cradle and the apex of learning to promote linguistic equality in the country and enjoin all other sectors of society to acknowledge them.