Teaching Philippine English through schoolscapes

Abstract

Abstract Schools in general and their so‐called linguistic schoolscape in particular have become an interesting object and subject of (socio)linguistic investigation over the past few years. This article, therefore, explores how schoolscapes may be turned into a potential pedagogical arsenal for teaching and learning a local variety of English – Philippine English – and an avenue for a conceptualisation that English is indeed a plural language. One may note that in spite of the fact that schoolscapes are (socio)linguistically intricate and a learning space itself, the literature about linguistic schoolscapes as an instructional apparatus for teaching English and its varieties remains scant, and thus this article hopes to be a touchstone for an ongoing conversation about the pedagogical promise of schoolscapes more specifically in English language teaching in the Philippine setting. Put more succinctly, this article hopes to further explore the fertile intersection between schoolscape and slanted towards Philippine English pedagogy.

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