Assimilating new English varieties in English language teaching (ELT) has been a pressing issue in applied linguistics and English language education today. Specifically, Philippine English (henceforth, PhE) has long been debated to be integrated into English as a second language (ESL) classes in the Philippines. The study investigated Filipino graduate students’ attitudes toward teaching educated PhE, and the notions of educated PhE about which they are ambivalent. Ninety- five graduate students taking doctorate and master’s programs (i.e., Applied Linguistics, English Language Education, English Language Teaching, Linguistics, and Reading) at a premier teacher education institution (TEI) in the Philippines participated in the study. Using a descriptive survey design, the study revealed that their attitudes toward teaching educated PhE were generally positive. On the one hand, results indicated their confidence in using not only educated PhE but PhE and American English (AmE); thus, hinting at a pluricentric model of teaching ESL in the Philippines. On the other hand, findings also showed that they were undecided of some negative and positive notions toward PhE, positive notions toward AmE, positive and neutral notions toward educated PhE and AmE, and several Filipinisms. The study draws its implications for educational policies and English language teaching in the Philippines.
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