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

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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.
Page 1 and 2: THE CHILE EXPERIENCE Documenting an
Page 3 and 4: HON.CONSUELO PUYAT-REYES AMBASSADOR
Page 6 and 7: Purpose of this study: To look back
Page 8 and 9: Individual factors affecting langua
Page 10 and 11: Study Framework Bernard Spolsky’s
Page 12 and 13: Kf = Kp + A + M + O Kf : end-of-ter
Page 14 and 15: Meanwhile, attitude, consists of (1
Page 16 and 17: Thus, orientation to language study
Page 18 and 19: Results and Discussions Kf or Knowl
Page 20 and 21: “ I enjoyed knowing how teachers
Page 22 and 23: A few stated learning more about th
Page 24 and 25: Table 1. TOAL-3 Scores at the begin
Page 26 and 27: In the area of teaching, the aspect
Page 28 and 29: A few indicated a desire to belong
Page 30 and 31: Interest in foreign languages … w
Page 32 and 33: In the case of non-classroom learni
Page 34 and 35: Still another felt not being unders
Page 36 and 37: Thus, this aspect is more positive
Page 38 and 39: Classroom-based Opportunities Speec
Page 42 and 43: Thus, classroom provisions were see
Page 44 and 45: Conclusions: The high points of the
Page 46 and 47: This requires that sending countrie
Page 48 and 49: Interaction with Paulinians and oth
Page 52 and 53: LANGUAGE LEARNING - Where East Meet

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

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