Abstract
The success of teaching and learning English largely depends on language teachers. In addition to their technical and pedagogical expertise, the teachers' proficiency in several languages is crucial in ensuring that learners acquire English to the greatest extent possible. Filipino English teachers vary in terms of their experiences in teaching English in nations where it is used as a foreign language (EFL), English as a second language (ESL), or English as a native language (ENL), especially when it comes to using the English variety in the classroom. The study aims to determine Filipino teachers' teaching experiences and perceptions of using English varieties in teaching in the ENL/ESL/EFL countries. This qualitative study employs the case study design and follows Kachru's Three Concentric Circles Model. Three Filipino teachers were chosen as participants using purposive sampling were selected according to the following criteria: Filipino female teachers who are teaching English to middle/junior high school in ENL, ESL, and EFL countries only, ages ranged from 25-45, with Masters degree related to their field of teaching, and has taught English for more than two years. The research questionnaire, one-on-one interview, and focus-group discussion were used to collect relevant data about the study. The direct transcriptions from the audio recordings of the individual interviews were subjected to data processing using Creswell's Thematic Analysis. The study's findings showed that the use of different English varieties is intimately related to the linguistic society's dominant language and the primary teaching objectives. Although teachers consider American English the mainstream variation, it is evident that all three linguistic groups also utilize the local varieties of English. It also showed that their beliefs on using different forms of English in the classroom were primarily based on functionality, proximity, inclusivity and awareness, and propensity for comprehension.
