Integration of English Language and Music Literacy As Innovative Pedagogy for 21st Century Learning


Teachers are facilitators of learning. As a catalyst of learning, innovative pedagogy is needed to add flavor, light and life in the classroom. As individuals develop, there are different opportunities and constraints for learning. Learning is most effective when differential development within and across physical, intellectual, emotional, and social domains is taken into account. Hence, this study aims to analyze how relevant is the integration of English language and music literacy as innovative pedagogy for the 21st century learning. This 21st century learning refers to the 21st century student outcomes and supporting system. The method used in this study is empirical and theoretical exploring to the content analysis of the different literature review articles supported with interviews from the participants who are pre-service education students of Mindanao State University-Iligan Institute of Technology, Iligan City Philippines during the academic year 2015-2016. Based from the thematic and content analysis, findings reveal that English language and music literacy as innovative pedagogy, enhances the promotion of 21st century skills, such as interactive communication skills, interpersonal skills, technology literacy skills as well as language skills. In conclusion, it is important for teachers to use their knowledge on English language because it opens the door for learners to acquire knowledge that others already have. Learners can use English language to know and understand the world and solve problems with music literacy as innovative pedagogy. Thus, English language and music literacy as innovative pedagogy is very useful in the 21st century learning.

Author Information
Adelfa Silor, Mindanao State University-Iligan Institute of Technology, The Philippines

Paper Information
Conference: ACAS2017
Stream: South-East Asian Studies (including Thailand, Vietnam, Cambodia, Laos)

This paper is part of the ACAS2017 Conference Proceedings (View)
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Posted by James Alexander Gordon