ABSTRACT This article supports the standpoint of Philippine Englishes (PhEs) and discusses the sociolinguistic hierarchy in the Philippines. Using the lens of unequal Englishes, the article examines the linguistic demarcations in basic education, the domain where PhE started to evolve. It presents glimpses of unequal PhEs through illustrations from a study on how English language teaching is conducted in the context of the Mother Tongue-Based Multilingual Education Policy in six public elementary schools in the Visayas and Mindanao and an analysis of the current K to 12 Curriculum in English. The findings suggest that learners have uneven access to PhEs. Amonolingual paradigm privileging Inner Circle PhEs is reflected in certain teaching practices and some elements of the English program. It is time to give PhEs a distinct place in the cradle and the apex of learning to promote linguistic equality in the country and enjoin all other sectors of society to acknowledge them.

中文翻译：

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在促进语言平等方面突出菲律宾英语

摘要 本文支持菲律宾英语 (PhE) 的观点，并讨论了菲律宾的社会语言等级制度。文章从不平等的英语人的角度审视了基础教育中的语言界限，这是 PhE 开始发展的领域。它通过对米沙鄢和棉兰老岛六所公立小学如何在基于母语的多语言教育政策的背景下进行英语教学的研究中的插图，以及对当前 K 至 12 年级课程的分析，一瞥不平等的 PhE用英语。研究结果表明，学习者获得博士学位的机会不均。授予 Inner Circle PhE 特权的单语范式反映在某些教学实践和英语课程的某些元素中。