Acceptability of Philippine English variety in written assessments among high school English teachers

As English continues to gain global prominence, localized varieties are also emerging. Hence, teachers play a crucial role in shaping students’ language development and influencing the acceptance of these varieties in the classroom. Using an explanatory sequential mixed-methods design, this study examined high school English teachers’ acceptability of Philippine English varieties (PEv) in written assessments. Findings revealed consistent non-acceptance of grammatical PEv but acceptance of certain lexical items, particularly those entrenched in academic, governmental, and professional discourse. Moreover, no statistically significant differences were found across school type, sex, educational attainment, and age, indicating generally similar perceptions among teachers. In managing PEv in the classroom, teachers encountered challenges, including students’ limited grammatical and writing skills, insufficient instructional time, and the use of AI in written assessments. Thus, teacher training is recommended to strengthen teachers’ pedagogical awareness of PEv and establish clear assessment guidelines that balance global English standards with local linguistic relevance.