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Home / Journals / International Journal of Language and Linguistics / Linguistic and Pedagogical Language Issues in the 21st Century Classrooms
Linguistic and Pedagogical Language Issues in the 21st Century Classrooms

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Lead Guest Editor:
Darrel Ocampo
Central Bicol State University of Agriculture, Sipocot, Philippines
Guest Editors
Douglas Angel Aragon
Central Bicol State University of Agriculture
Camarines Sur, Philippines
Hazel Bocacao
Partido State University
Camarines Sur, Philippines
Marinelle Dacunos
Sipocot National High School
Camarines Sur, Philippines
Ma. Cristina Molina
Bicol State College of Applied Science and Technology
Camarines Sur, Philippines
Edna Bolanos
Daraga National High School
Daraga, Philippines
Richard Parato
Central Bicol State University of Agriculture
Calabanga, Philippines
With globalization taking many different forms, academicians must be attuned with the ripples of changing curricula geared towards the development of 21st century skills and competencies. A crucial role lies heavily in the ability of English Language Teachers to examine their own practices and beliefs on how they deliver language-teaching instructions which have a high impact on classroom practices. With the great divide caused by languages and culture among others, new techniques and approaches to teaching are deemed necessary. It would seem to go without saying that students of today must be prepared to take hold of life’s demands and thrive in tomorrow’s world. The changing nature of the workplace is a prime case in point. The routine jobs of yesterday are being replaced by technology and/or shipped off-shore. Hence, every graduate of the 21st century must be able to adapt to new work environments, communicate using a variety of mediums, and interact effectively with others from diverse cultures. With all these pressing challenges, teachers must pay heed to the call of new innovations in the classroom instructions. Thus, this special issue will highlight relevant researches in connection with the different linguistic and pedagogical language issues in the 21st century classrooms. Specifically, this issue aims to: 1.Provide investigations on educational experiences that highlight issues concerning language teaching and learning;2.Gather integrative and critical reviews of research on 21st language pedagogical concerns; 3.Collate studies that seek to validate educational theories and underpinnings related to applied linguistics in the local contexts; 4. Gather studies that will unravel timely issues parallel to the interdisciplinary terrain of pedagogies in the Basic Education Program of the Department of Education and curricular reforms of the Commission on Higher Education;5. Provide an update on the constructs for the 21st century pedagogies through language and linguistic-related studies; and,6. Provide a report on original researchers regarding language and linguistics which follow research methods and analytical frameworks of interconnected disciplines.

Aims and Scope:

  1. 21st Language Pedagogical Concerns
  2. Applied Linguistics
  3. Interdisciplinary Terrain of Pedagogies in the Basic Education Program of the Department of Education
  4. Curricular Reforms of the Commission on Higher Education
  5. Stylistic Studies
  6. Communication Researches
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