Abstract
Language is an essential component of education as a means of communication and a vehicle for personal and social development. Therefore, it is essential to recognize language's role in education and promote linguistic diversity and inclusivity in the classroom. We, as educators, are frequently aware of students' activities involving linguistic variation, but we need to pay attention to the uncovered aspects. This paper is based on direct observations made among multilingual Filipino students from various regions of the Philippine archipelago. Furthermore, the article discusses first-hand observations used to understand the contexts of students' emotions, orientations, and intentions while receiving classroom instruction in the English language. / Keywords: language affective domain, mother tongue, linguistic diversity, classroom instructions, communication
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