Living Through Their Accents: Perspectives and Attitudes Toward Philippine English among Basilectal Senior High School Students

Abstract

Linguistic insecurity and accent-based stigma persist as significant challenges for basilectal speakers of Philippine English in Philippine classrooms. Despite the growing recognition of Philippine English (PhE) as a legitimate localized variety, basilectal senior high school students who exhibit strong phonological influences from their native languages often navigate feelings of inadequacy, anxiety, and marginalization when using their natural variety of English in academic settings. This study explores the lived experiences, perspectives, and attitudes of basilectal Grade 11 senior high school students toward their Philippine English, particularly focusing on how they perceive their own accents, differences from "standard" forms, and the role of classroom practices in shaping their linguistic identity and confidence. The study used a hermeneutic phenomenological approach with eight purposively selected basilectal speakers from Felix Amante Senior High School. Data were gathered through semi-structured interviews and analyzed via thematic analysis. The study underscores that while basilectal features represent natural outcomes of language contact rather than deficiencies, dominant language ideologies in schools often privilege acrolectal or exonormative norms, affecting students’ confidence and participation. These insights point to the need for more inclusive classroom practices that affirm Philippine English varieties and reduce accent-based stigma.