Distractions and Obstructions in the Mainstreaming and Preserving of the Filipino Language

Despite sustained efforts to promote the Filipino language, its mainstreaming and preservation remain challenged by globalization, technological shifts, and entrenched language ideologies. Existing studies have largely focused on policy frameworks and language attitudes, leaving limited attention to educators lived experiences as frontline agents of language transmission. Guided by Language Ideology Theory, this study examines the institutional, societal, and technological factors that obstruct the use of Filipino and explores the strategies educators employ to sustain it in academic and social contexts. Using an exploratory qualitative design, semi-structured interviews were conducted with 18 Filipino language teachers. Data were analyzed through reflexive thematic analysis to identify recurring ideological barriers and pedagogical responses. Findings reveal that the perceived prestige of English, inconsistent institutional policies, and the dominance of English in digital spaces constrain the functional and symbolic use of Filipino. At the same time, educators actively resist these constraints through culturally responsive pedagogy, integration of Filipino in digital platforms, and community-based language initiatives. This study contributes to language ideology scholarship by foregrounding educators’ perspectives and demonstrating how dominant language hierarchies are negotiated in practice. The findings offer practical implications for language advocacy, curriculum development, and policy implementation aimed at strengthening the mainstreaming and preservation of Filipino in contemporary Philippine society.