Abstract: This study explored the responsibilities of internal stakeholders in maintaining an English-Only School Environment (EOSE) and its relationship to students’ language proficiency and sense of Filipino Identity. Fifteen internal stakeholders of St. Bernadette Montessori Academy (SBMA), purposively selected from the administration, teaching staff, and support staff, participated in this study conducted during the School Year 2025-2026. A qualitative descriptive design was employed. Data were gathered through semi-structured interviews and analyzed using Braun and Clarke’s six-phase thematic analysis. The findings revealed that maintaining the EOSE is a shared responsibility among internal stakeholders and is carried out through language management, language ideology, and language practices, including consistent English modeling, encouragement, constructive feedback, meaningful interaction, and creation of supportive opportunities for learners to practice English in both classroom and non-classroom settings. The EOSE was perceived as positively influencing students’ English language; however, the benefits were not experienced equally by all students. Learners with lower English proficiency were perceived to experience anxiety, intimidation, discouragement, and reduced participation when the policy was implemented too rigidly. Regarding students’ sense of Filipino Identity, internal stakeholders perceived that learners could develop strong English proficiency while maintaining their Filipino identity when deliberate opportunities were provided to use Filipino and engage with Filipino culture. However, insufficient opportunities to use Filipino were associated with reduced familiarity with Filipino cultural practices. At the same time, the findings revealed that English can serve as a medium for preserving and expressing Filipino culture when Filipino history, literature, traditions, values, celebrations, and culturally relevant content are deliberately integrated into lessons and school activities. The study concludes that the EOSE should be retained but strengthened through a more consistent, supportive, learner-centered, and culturally responsive approach.
Keywords: English-Only School Environment, English-Only School Policy, Internal Stakeholders, Language Management, Language Ideology, Language Practices, English Language Proficiency, Sense of Filipino Identity.
Title: Internal Stakeholders’ Responsibility in Maintaining an English-Only School Environment and Its Relationship to Students’ Language Proficiency and Sense of Filipino Identity
Author: John Paul B. Lorenzo
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
Vol. 14, Issue 3, July 2026 - September 2026
Page No: 264-271
Research Publish Journals
Website: www.researchpublish.com
Published Date: 31-August-2026
