2026 IJRSE – Volume 15 Issue 14
Available Online: 2 June 2026
Author/s:
Lopez, Christian Dale A.
Leyte Normal University, Philippines (1800577@lnu.edu.ph)
Abstract:
Language policy and actual classroom practice in Philippine higher education remain complex due to the ongoing tension between national identity preservation and the hegemony of the English language. This qualitative study aimed to analyze the language ideologies and actual classroom practices of college Filipino teachers. Utilizing a descriptive phenomenological research design, ten (10) selected Filipino teachers from universities in Region VIII were interviewed through purposive sampling, complemented by document analysis for triangulation. Braun and Clarke’s Thematic Analysis was used to analyze the data. The results revealed ten (10) major themes categorized into three overarching domains: (1) Filipino as a medium for clear learning, identity preservation, and critical discourse; (2) English as the language of globalization, academic advantage, and professionalism; and (3) Code-switching as a strategic bridge to learning, relationship-building, and addressing the needs of modern learners. The study shows that despite teachers’ strong ideological commitment to promoting Filipino, their practice is pragmatic and flexible to accommodate students’ linguistic capabilities. The study recommends developing inclusive local language policies that recognize code-switching as a legitimate pedagogical strategy without sacrificing the intellectualization of the Filipino language.
Keywords: language ideology, classroom practice, teaching Filipino, college, code-switching
DOI: https://doi.org/10.5861/ijrse.2026.26239
Cite this article:
Lopez, C. D. A. (2026). Sipat-suri sa ideolohiyang pangwika at praktika sa pagtuturo ng Filipino sa kolehiyo. International Journal of Research Studies in Education, 15(14), 1-19. https://doi.org/10.5861/ijrse.2026.26239