Sr. Flordeliza Deza, SPC - St. Paul University Manila

THE CHILE EXPERIENCE
Documenting and Understanding
the Factors that Enhance and/or
Inhibit Post-First Language Learning
in the SPU Manila Environment
Sr. Flordeliza Deza, SPC
Director, International Relations Office
and Language Development Center
Brian Bantugan, PhD
Former Director, SPUM Institutional
Research and Planning Office

Two Phenomena:
1. Globalization and
internationalization
- English as lingua franca
- internationalization of campuses
* 2006: SPUM establishes the IRO-LDC
• 2. Chile Ministry of Education - 2008
“English Opens Doors Program”

HON.CONSUELO PUYAT-REYES
AMBASSADOR TO CHILE, PERU AND ECUADOR
MS. WYNNA MARIE MEDINA, PRESIDENT, SPUM
SR. FLORDELIZA DEZA, SPC
DIRECTOR, IRO-LDC
CARMEN ORIA-GARRIZ
Coordinator, English
Opens Doors Program
HON. CRISTINA PONCE ENRILE
Amb. to the Vatican
MOA SIGNING
DR. RICARDO FABREGA
OF THE CHILEAN MINISTRY OF
EDUCATION

INTENSIVE ESL/TESL PROGRAM (when east meets west?)
U. Santo Tomas – Antofagasta U. Santo Tomas - Temuco
The PARTICIPANTS:
EDUCATION STUDENTS from the
UNIVERSIDAD DE SANTO TOMAS , CHILE
Bernardo Barrientos Bonilla Romina Paez Rojas Mabel Cardenas Bravo
U. Santo Tomas – Santiago
June 2008
Nicole Lacourt Herrera Grace Garcia-Huidobro Moreno Ivon Lopez Avi Viviana Riquelme Cea Daniela Paz Inguerzon Anahi Rojas Diaz
U. Santo Tomas – Viña del Mar
Gustavo Maldonado Camila Jeria Diaz Ximena Montino Briones Margarita Zamora Alvarado Carolina Lazcano Herrera Guillermo Diaz
Meneses
Rodriguez

Purpose of this study:
To look back at the whole experience to derive learnings
that could enhance SPUM’s modes of delivery in teaching
English to non-Asians, and in helping others to enhance
their own language learning programs with a greater
understanding of factors that assist or inhibit language
learning in different cultural groups.

Related Literature
Second Language vs. Foreign Language Learning.
Masgoret and Gardner, 2002 distinguished bet. second and
foreign language learning
Foreign language learning in childhood vs. adulthood.
Bley-Vroman, 1990 posted the possibility that the innate
system which guides child acquisition no longer operates in
adult foreign language learning (or more weakly, hence the
increasing difficulty of an adult to learn a foreign language.)
Second Language Learning in adult learners and
negotiation. Pica, 1994, posited “negotiation “as an approach
that facilitates better second language learning, that the actual
use of the second language in less formal interactions enhance
an adult’s competence in it.

Individual factors affecting language learning among
adults.
Oxford and Nyikos, 2002 reported that successful
language learners generally use strategies appropriate to
their own stage of learning, personality, age, purpose for
learning the language, and type of language.
Masgoret and Gardner’s (2002) socio-educational model
of second language acquisition recognizes the impact of
attitude and motivation in second language learning,
where one must consider the primacy of individual will
and desire over external conditions in determining
second language learning - which could be applied to the
Chilean experience.

Synthesis:
The above literature suggest that the Chileans in
the SPU Manila program are in a peculiar
situation: their age, the limited exposure to what
could have been their second language in Chile
(English), and their learning locale (Philippines)
where English, while it is the language of
instruction, is not the mother tongue outside the
classroom, thus placing natural limits in learning
English as a second language.

Study Framework
Bernard Spolsky’s theory (1989) “Conditions for Second
Language Learning” is used as a framework to describe
the Intensive English Program for Education Students from
Chile in SPU Manila.
The theory expresses second language learning as
the sum of four elements expressed in the ff.
formula:
Kf = Kp + A + M + O

“Kf” : knowledge and skills at some future time,
results from the contributions of
“Kp”: knowledge and skills prior to the language
learning;
“A” : the various components of ability
consisting of the physiological, biological,
intellectual, and cognitive skills;
“M” : affective factors which includes personality,
attitudes, motivation, and anxiety);
“O” : opportunity for learning the language (of
formal and non-formal situations exposing
the learner to the second language).

Kf = Kp + A + M + O
Kf : end-of-term grade given by their instructors; considered
positive if it is above the marks in a pre-program test.
Kp : pre-program test results, deemed positive if it is within
average or higher range.
A
: considered positive if the various components necessary
for language learning are to be found, whether or not they
show low or high competence levels in Kp.
M
O
: more qualitative than quantitative in nature, is considered
positive if it is generally optimistic; negative if otherwise.
:reflected by the kinds of activities provided and the
ratings given them by the students; it is considered
positive if the activities were graded within acceptable
range, and negative if otherwise.

The study describes the program based on the
constituent elements of Kf.
Gardner’s socio-educational model of second language
acquisition is essentially part of the “M” in the above
equation. Masgoret and Gardner (2002) defines M as
constituted by motivation or “Mo”, attitudes
(integrativeness and attitudes towards the learning
situation = or “At”), and orientation (integrative
orientation and instrumental orientation or “Or”).
Motivation is defined by them as goal-directed behavior.
The goal here is to learn English. Thus, motivation is
considered positive if behaviors manifested in the
program show a desire to learn English.

Meanwhile, attitude, consists of (1) integrativeness
[or “an openness to identify with another language
community, … that would facilitate their motivation to
learn” (p. 172)], and (2) attitude towards the learning
situation.
The former is divided into three major areas,
namely, attitude towards the target language
group; interest in learning the language “in order
to interact, meet, socialize, become friends, etc.,
with members of the other community” (p. 172);
and interest in foreign languages or simply a
general openness to all groups.

The latter, points to “the individual’s reaction
to anything associated with the immediate
context in which the language is taught… (or)
relative to others in class ” (p. 172-173) which
may be gauged through evaluation of the
course and evaluation of the teacher. These
two attitudes, taken together with motivation,
constitute what is called “integrative
motivation.”

Thus, orientation to language study is made up
of integrative orientation [“reasons for learning
a second language that emphasize the notion of
identification with the community” (p. 174)] and
instrumental orientation [or the “practical
reasons for learning the language without
implying any interest in getting closer socially
to the language community” (p. 175)].
Thus, the Spolsky equation is modified here as:
Kf = Kp + A + (Mo + At + Or) + O

METHODOLOGY
The study was designed as qualitative and quantitative description of
the Intensive English Program for Education Students from Chile.
“Kf” : acquired from the grades or quantitative performance
appraisal of the Chilean students by their teachers.
“Kp”: derived from the results of the ‘Test of Adolescent and Adult
Language (TOAL-3) administered upon their arrival and the
Teaching Aptitude Test given after the program.
“A” : acquired from the various components of the Test of
Adolescent and Adult Language (TOAL-3) prior to the start of
the program, Teaching Aptitude Test administered to them
after their practicum, and the written feedback which they
submitted after completing the program.
“M” : derived from their narrative reports regarding their experiences
submitted at the end of the program and the End-of-Program
Evaluation Results (for the course offerings and teachers).
“O” : was constituted by the program content on which the postprogram
evaluations were based.

Results and Discussions
Kf or Knowledge and skills after 5 months.
After the program, it was apparent that most, if
not all, had the capacity to teach English or teach
in English by the time they are sent to the field.
The students were graded very high and
individual marks range from 82 (average) to 98
(excellent), indicating that their knowledge and
skills, as assessed by their teachers in the
program, have been considered acceptable, if
not exceptional.

In the area of teaching aptitude, they rated “average”,
at best (Stanine at 4 with raw score 65-76); one
received a “poor” mark (Stanine at 1 with raw score
37) which was more the exception than the rule.
Qualitatively, they indicated some memorable learning
experiences that impact on their behavior. A number
of the Chileans mentioned
learning how to do the lesson plan as a peak learning
experience related to practicum.
The individual feedback that point to a more
systematic way of preparing for a class are as follows:

“ I enjoyed knowing how teachers are able to develop a
class in a short period of time.
I was able to develop a class in the English language.
I learned a lot like how to prepare a lesson plan, how to
create a good environment inside the classroom, and how I
want to be with my students when I return to Chile.
I started to work very hard to make a lesson plan.
I learned a lot on how to plan a lesson because the format
the school follows is simple and complete.
I learned to prepare a lesson plan, how to develop a lesson,
how to create an appropriate power point, and how to deal
with a big class of 40 students inside a classroom.”

Others mentioned the ability to manage a large class, facilitate
group work, or encourage students to work by themselves.
They admitted:
I think I could really manage the class.
I learned that if you want to be successful with the activities,
you, as a teacher, need to be active and dynamic, and also
create activities with a lot of movements.
I learned how to really apply group work and make the
students work by themselves.
I learned to “remember” the names of students (which make
them ) feel that they are important to us.

A few stated learning more about themselves which raises
them to a higher consciousness level necessary in achieving.
I am able to do every challenge even though it looks difficult.
I was able to teach them and I could also learn from my
students.
I realized that I could use some background information from
my country .”
The above statements signify that while the numbers don’t
speak well about their teaching aptitude, their narratives talk
about new learnings and skills related to teaching that bring
them to a level better than where they were when they started.
Hence, their language learning seemed to be more progressive
than their teaching skills but the latter seems to be improving as
a result of greater confidence in performing it.
As such, Kf is considered to be positive overall.

“Kp” or knowledge and skills prior to language
learning.
The test results in TOAL–3 reveal below average to,
mostly poor and very poor general marks,
specifically in the area of listening vocabulary and
speaking grammar.
This indicated that opportunities to listen to English
words and to speak in English, were barely
provided in their own country. If any, they were
more competent reading the grammar and writing
the words – indicating more passive and leisurely
language learning activities.

Table 1. TOAL-3 Scores at the beginning of the Program
Listening Speaking Reading Writing General
Vocabulary Grammar Vocabulary Grammar Vocabulary Grammar Vocabulary Grammar
1 Poor (P) Below
Average
(BA)
Average (A)
Very Poor
(VP)
BA A A P P
2 P A P VP BA A A P P
3 P A P VP BA A A P P
4 BA A A VP A A A A BA
5 P A VP VP BA A BA BA VP
6 P A VP VP BA A A BA P
7 BA A A VP A A BA A BA
8 VP A VP BA A A A A P
9 P A P VP BA A A A P
10 P BA BA VP BA A A A P
11 P A BA VP A A A A BA
12 P A VP VP BA A P BA VP
13 VP A VP VP P BA P P VP
14 P A VP VP A BA BA BA P
15 P A VP VP A A BA BA P

“A” or ability to learn the second language.
Below is the list of abilities that were tested in the
participants where most participants received below
average marks at best. In the area of second language
learning, the skills required are as follows:
Listening/vocabulary
Listening/grammar
Speaking/vocabulary
Speaking/grammar
Reading/vocabulary
Reading/grammar
Writing/vocabulary
Writing/grammar

In the area of teaching, the aspects below were deemed
crucial and measurable. In most cases they were found to
be below average although their remarks reveal
enthusiasm, especially after having gone through their
practice teaching in St. Paul College Pasig.
Judgment in teaching situations
Reasoning and information concerning school problems
Comprehension and retention
Nevertheless, the odds in second language learning among
the Chilean students seem to be greater in that their level
of competence, age, and the locale (which does not use
English as a mother tongue) are burdens they carry as they
go through the program.
Hence, A is deemed a negative here overall.

“M” or motivation, attitudes, and orientation
Motivation. In the area of motivation, the students revealed a
desire to learn English. Some were generally looking for skillsimprovement
as stated below:
To improve my language skills
Improve my English skills
To improve my English skills in an Englishspeaking
country
Others were looking at skills enhance in the context of
professional development, as expressed below:
We came here to study a program for English teachers.

A few indicated a desire to belong or experience another
culture.
Studying, increasing my English vocabulary,
challenging myself to live in a foreign country
One revealed a desire to improve self and test his/her
limits
Overall, it is clear to most, if not all, that they were in the
program primarily in response to their desire to learn
English.
Thus, the motivation of the group is generally positive.

Attitudes: Integrativeness
Attitude towards the target language group. Some
expressed a desire to engage with the receiving culture,
which recognizes its value in the learning process. One
specifically noted such openness by admitting a desire
to gain:
(C)onfidence to talk and share with others and also be
part of another culture
Interest in learning the language “in order to interact,
meet, socialize, become friends, etc., with members of
the other community
“Learn the culture… make new friends

Interest in foreign languages … which interest was more
focused on English than any other language. There was
no specific desire for Filipino language.
Evaluation of the course
The students rated the achievement of objectives of the
course at 4.28 on a scale of 1 to 6 (6 as the highest).
They rated the relevance of the course to their careers at 5.6
using the previous scale.
Hence, there is an overall positive attitude towards the
course. This is reflected in what one student said about the
program:
The program included interesting subjects which helped
me.

Evaluation of the teacher.
The teachers were given a general average rating of 5,
(where 6 is highest). One teacher was rated 6.
The aspect of the teacher given the lowest rating of 4 was
quality of tasks/reading materials. However, the aspects
that received the highest mark of 6 were knowledge of
the subject, willingness to respond to questions and
encourage discussions, and quality of tasks/reading
materials. Thus, there was an overall positive attitude
on the teachers. Quotes from the students:
We had good teachers and I really enjoyed each class.
I got the best from all classes I have had here.
The experience with the teachers was good except for
some problems with two of our teachers.

In the case of non-classroom learning experiences, more
negative attitudes focused on accommodations, utilities
and quality of service delivered by elders or staff whom
they interact with outside of the classrooms.
A student emphasized the importance of being able to
separate the professional from the personal, which they
expected from those helping them in the program. Despite
some miscommunications and frustrations, the Chileans
were able to separate the non-academic from the academic
programs, and hence, the evaluations of the teacher and
course were found to be not affected by any negative
experiences during their 5-month stay. Thus, they could say:
This program has been excellent because of the teachers.
I learnt a lot and I have been practicing my English outside
and inside the classroom.

Orientation
Integrative orientation or reasons for learning a second
language that emphasize the notion of identification with the
community. This is an aspect which clearly overlaps with
motivation, specifically, integrativeness.
Because most of the students were expecting to go to the US or
Europe, they did not express any general desire to identify with
Filipinos. In fact, one thought being in the Philippines was
negative because the “Filipinos speak most of the time in their
native tongue.” Another confided, “as (the) Philippines’ first
language is not English, you should not bring more students)
to learn it (English) here because they would face the same
problem… it is not a good experience just listening (to) Tagalog
instead of good English, which was my purpose (in coming).”

Still another felt not being understood enough by the
receiving country, and noted, “People in charge should
take into account the background of the students, at
least knowing where the country is.”
Overall, their sense of displacement, having been more
oriented towards visiting a more English-speaking
country, led to a sense of disorientation. Furthermore,
not having bonded prior to their arrival in the
Philippines, hostilities among Chilean students got in
the way of a real community spirit among them, later
hindering a more desirable relationship with Filipinos,
despite less than positive learning conditions.
This aspect of orientation, then, seems to be more
negative than positive.

Instrumental orientation or practical reasons for
learning the language without implying any interest
in getting closer socially to the language community.
This, too, is closely connected to motivation in that
their motivation to learn English is attached to a
clear purpose, primarily, for the immediate goal of
self-improvement, and secondly, for professional
development. The strong motivation to learn English
in the US may be considered fueled by having been
previously oriented to teach in English, if not teach
English.

Thus, this aspect is more positive in that
identification with Filipinos is not part of it.
Since the orientations that were made manifest
here are associated with positive motivations
that were previously noted, one would likely say
that instrumental orientation seemed to have
compensated for whatever negatives were found
in integrative orientation and driven motivation to
learn English in the Philippines overall.

“O” or opportunity for learning.
Opportunities for holistic learning were provided -
consistent with the approach of Paulinian education in the
Philippines. The learning opportunities included classroom
instructions and non-classroom activities. The
classroom instruction was guided by international
standards in English language teaching and learning.
To complement what one student has found to be
“extremely intensive” training, non-academic activities
were also included. There were spiritual growth
opportunities provided which most of them preferred not
to participate in, except for the reflective synthesis at the
end of the program. Thus, the program was largely
academic in nature and cultural activities that have been
formally arranged for them functioned as alternative
learning experiences.

Classroom-based Opportunities
Speech (Phonology)
Reading
Functional Grammar
Language Learning and Teaching
Communicative Language Teaching
Teaching the Four Macro Skills
Content-based Language Instruction
Designing and Preparing Instructional Materials
Using Technology Effectively in the Classroom
Practice Teaching
Classroom Language Testing and Assessment
Special Courses – Phil. Culture, Research

Off-Classroom-based Opportunities
Dormitory
Interaction with Paulinians,
Participation in university and other events
Cultural and recreational tips
Journal writing
Total immersion
In general, it seemed that the off-classroom-based
opportunities were not so appreciated and posed
the greatest challenge, esp. in view of the
weather/climate and dormitory facilities and
services.

Some of the Chilean students’ comments:
The weather was the most difficult here. - very warm.
I wanted to (go) back (to Chile) because it was too hot
and I felt sick.
Too many people.
A real challenge to me (was) to adapt to a new culture.
Nobody speaks good English here. They are speaking in
another language I don’t know.
I think it has been a little difficult to study here because
most of the time people don’t understand what we want,
even though people here have tried to help…
Maybe the biggest issue here has been that people don’t
tend to separate their profession from personal issues.

The strong negative attitude against the weather or
the dormitory staff and other Filipinos not being
able to speak like the native English showed their
inability to go beyond their physical discomforts
and their cultural biases against the Philippines,
which they resented as they were expecting to go to
the US instead.
Eight of the 15 students were also clearly not
willing to adapt with Filipinos and their peers since
an incident among them reflected their hostility
towards the other Chilean students who were more
able to adapt to the conditions in the Philippines.

Thus, classroom provisions were seen positive compared
to the off-campus which seemed to be more negative.
Nevertheless, after having
seen the positive evaluations
on the over-all opportunities
given them, the classroom
experiences seem to be
compensating for the
off-classroom provision
resulting in a more
positive overall mark
for O or opportunity
for learning.

Synthesis
Taking into account the positives and negatives that were seen
in each element of the equation Kf = Kp + A + (Mo + At + Or) + O,
where Kp took on a negative weight and, and A, M, and O were
generally positive and contributed to a positive Kf, the equation
below arises as reflective of SPU Manila experience.
(+) Kf = (-) Kp (-) A + [(+) Mo (+) At (+) Or] (+) O
In general, the positive Kf was brought about by the positive
motivation, attitude to the learning situation, and instrumental
orientation found within M, and classroom-based opportunities
to learn English. These overcame the odds that were coming
from a negative Kp, a low A or ability to learn English in the
Philippines, negative integrativeness attitude and integrative
orientation found within M, and negative O manifested in
negative feedback on off-classroom learning experiences.

Conclusions:
The high points of the program were found in the positive
motivation, attitude to the learning situation, and instrumental
orientation found within M, and classroom-based opportunities to
learn English;
while the low points were found in the low ability to learn English
in the Philippines, negative integrativeness attitude and
integrative orientation found within M, and negative O manifested
in negative feedback on off-classroom learning experiences.
The high points enhanced learning, the low points theoretically inhibit
learning. However, in the final analysis, the Chilean experience as shown
in the over-all evaluation, the experience of language learning in the
Philippines yielded positive results – even as the Chilean students had to
struggle with the limits they found in the off classroom experiences and
issues within and among themselves.

RECOMMENDATIONS:
1. Further strengthen the courses offered and
the preparation of teachers and staff handling
foreign students.
2. Improve facilities particularly dormitory
services
* 3. Accept students with the proper
motivations, attitudes, and orientations.

This requires that sending countries like Chile to -
1) Choose candidates with proper motivation,
capacity to adjust to other cultures and with
minimal issues of integration.
2) Orient their students about the country of
destination, like the Philippines, so that they
do not expect more than what it can offer as
an English-learning environment.

References
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Retrieved from
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d%20language.pdf

Interaction with
Paulinians and
other
international
students

Cultural/recreational trips

LANGUAGE LEARNING -
Where East Meets West!

THE CHILE EXPERIENCE
Documenting and Understanding
the Factors that Enhance and/or
Inhibit Post-First Language Learning
in the SPU Manila Environment
Sr. Flordeliza Deza, SPC
Director, International Relations Office
and Language Development Center
Brian Bantugan, PhD
Former Director, SPUM Institutional
Research and Planning Office