Language, Identity, and Intelligibility: An Analysis of Filipino EFL Teachers’ Perspectives

摘要

This paper draws a distinction between Filipino teachers’ identity and views in relation to intelligibility. Taken from Filipino teachers’ various responses to a survey, this study offers an overview of the intellectual voyage of teachers from how they acquired their ownlanguage to what their perspectives are towards the nuances of language. First, it presents how the participants acquired and learned English. Second, it explores how the participants perceive their identity as users of the English language. Third, it examines the participants’ viewsof different accents. Lastly, it analyzes how the participants regard intelligibility in the context of their personal use and the complexities of their work. The implications of this study highlight the need to vigilantly scrutinize how issues of language, identity, and intelligibility impactFilipino English teachers.