The use of the English language in the Philippines dates back to 1898 when the Americans colonized the country, resulting to the birth of a nativized variety called Philippine English. Despite the fact that Philippine English is widely used across the country today, its acceptability remains a debate especially in language teaching in the Philippines. Thus, the study aimed to provide insight into the beliefs of English teachers in higher education about the use of Philippine English in the ESL classroom, their experiences, and the pedagogical practices they employ as an attempt to encourage or discourage the use of Philippine English among learners. The study utilized a set of predetermined questions in the mediated interview conducted to gain insights from the key informants. Then, thematic analysis was employed to identify and analyze the data gathered. The findings revealed that many teachers and students lack knowledge and awareness about Philippine English, its features, and why it is worth recognizing as a legitimate variety. Moreover, while ESL teachers recognize Philippine English as a legitimate variety and accept it in speaking, they still believe that American English should be the basis in writing because the standards in speaking and writing are different. Finally, a pedagogical guide was designed to provide training or orientation to educators about language variations, specifically Philippine English.

Keywords: Philippine English, World Englishes, Language Variation, Pedagogical Practices.

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