Abstract
The Community of Practice (CoP) theory is principally anchored on active involvement of members of the community with one common shared purpose. They foster camaraderie and preform a common practice. In applied linguistics, CoP is a less explored area of language learning. By highlighting the benefits of CoP, school administrators will be able to solicit active involvement from stakeholders. A phenomenological approach was adopted to investigate the independent and dependent variables under qualitative research design. One hundred five L2 learners and 2 teacher participants served as a bridge to offer philosophical findings to the framed RQs. Features such as consultation conferences, orientation to the internal and external stakeholders and commitment to the school-based intervention are the essential features of CoP and REP. Presence of parents, donation of instructional materials, reading follow-up at home, financial support of LGU & NGO as well as close monitoring of school administrator paved the way for the increase in the academic performances. Researcher concludes that CoP theory has been found efficient in implementing REP incorporating principles of pragmatism to language development.
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