• A. V. DEL CARMEN
Another batch of Taiwanese Service-Learning students has returned home filled not only with memories of their month-long summer-engagement but also with realizations that they consider helpful to their growth as university students and as citizens of the world.
The Taiwanese students belong to the Wenhua Volunteer Team, a non-profit service club composed of students of Fu Jen Catholic University in New Taipei City, Taiwan. The team was led by Prof. Paul (Tseng Shengyi), who has been bringing students to the Philippines every summer break since 2012 for cultural immersion and civic engagement in Negros Occidental and other parts of the country.
Specifically, the summer trip aims to:
• Conduct cultural exchanges in the Philippines
• Engage in educational services, especially Chinese language education and culture
• Help young Taiwanese understand the Philippines and, at the same time, to let Filipinos understand Taiwan
• Ultimately, mutually provide the visiting Taiwanese students and their hosts a better world view and promote global understanding and peace
This year, the Wenhua volunteers spent all their service days in Negros Occidental – from Aug. 4 to Sept. 2. The team came with eight students but one had to return home early due to personal business concerns.
The group visited 12 educational institutions and an orphanage, the Señor Santo Niño Home Inc. in Bacolod City.
The schools included two tertiary institutions – University of St. La Salle and Catholic Ming Yuan College in Murcia, the WVT’s host – six high schools and four elementary schools.
The high schools in its service calendar were Trinity Christian School, Bacolod City National High School and Negros Occidental High School in Bacolod City as well as the out-town schools of Minoyan NHS and the Cansilayan Farm School in Murcia and Isio Private Academy in Cauayan.
The grade schools visited by the team were Queen of Peace School, St. John’s – North Point in Talisay City, Hinigaran Elementary School-B and the Madrasah classroom at Graciano Lopez Jaena Elementary School in Bacolod City which the team has included in its schedule for almost 10 years now.
EXPERIENCES & INSIGHTS GAINED
The Taiwanese students shared with Negros Weekly, their summer experiences in two parts – the highlights of their educational service and cultural immersion and the insights they have gained that are useful to their growth as university students and as citizens of the world.
Rain (張芯瑜), 19, Chinese Literature Major
This Service-Learning trip to the Philippines was truly unforgettable. Our first week was at Queen of Peace School.
The children were so warm and energetic, though at first I was nervous because it was my first time teaching entirely in English. Luckily, the students were very cooperative and enthusiastic every day, which encouraged me a lot.
On the last day, we prepared a performance together as a farewell, and although it was only one week, it was still difficult to say goodbye.
In the second week, we taught at Catholic Ming Yuan College. Even with the experience from the first week, I was still nervous since our students are already in college, many of whom are older than me.
We introduced calligraphy, traditional dances, and even discussed international issues. The students learned quickly and participated actively, which gave me a strong sense of achievement.
Although our team sometimes felt tired and had small conflicts, the students’ smiles and engagement made everything worthwhile.
At the end, we also learned Filipino traditional dances, wore their cultural costumes, and enjoyed a full cultural exchange.
At La Salle, we joined the Inter-Disciplinary Studies class on Creative Conflict Transformation where we discussed with our hosts, conflict incidents at the workplace, in school, at home. We also shared personal views on social and other situations in both Taiwan and the Philippines. Our discussion gave us a deeper understanding of the Philippines and ourselves.
This journey gave me many memories, new friends, and valuable lessons in both teaching and teamwork. It is truly an experience I will cherish for a lifetime.
OPPORTUNITY TO LEARN AND GROW. My S-L experience at Ming Yuan University was truly special. Although I had taught in elementary schools before, facing college students made me nervous since many were even older than me.
At the end of the program, we asked students to complete a feedback form. Some questions focused on areas we could improve in our teaching, and the most common responses mentioned our accent and our lack of confidence when speaking English, which sometimes made us hard to understand.
While this made me realize my weaknesses, it also gave me a valuable opportunity to learn and grow. Overall, the students were quick learners and very engaged, which gave me a strong sense of accomplishment.
On the last day, we wore traditional Filipino attire and performed a dance together. For me, that was truly a meaningful cultural exchange achievement.
Browden (楊俊弦), 22, Philosophy
During our time at Catholic Ming Yuan College, we focused on teaching Chinese and building real connections with the students.
At first, I was a bit nervous about speaking in front of a class. Sometimes, I spoke too fast or I got stuck on certain words. But I learned that if I prepare well, speak more slowly, and stay calm, the students can follow better and enjoy the lesson more.
Each day, I felt my teaching and communication getting smoother and more natural.
One of the best parts was interacting with the students outside of the classroom. We shared stories, laughed a lot, and even practiced singing together.
Their smiles and encouragement always gave me energy to keep improving. I realized that teaching is not just about language, but also about respect, patience, and friendship.
As the final performance day came closer, we spent many afternoons practicing dances and rehearsing lines. It was tiring, but also meaningful because everyone worked hard for the same goal. The students’ passion made me want to give my best too.
From this experience, I learned that teaching is a two-way process: we teach them, but we also learn so much from them.
CULTURE SHOCK. When I first started teaching at Ming Yuan, I really felt the culture shock. Filipino food was totally different from what I eat back home, and the two-hour break between classes felt so unusual. At first, I didn’t know how to fit in, and it made me a bit uncomfortable.
Instead of avoiding it, I just decided to try. I joined the students for lunch, even if the food was new to me, and slowly I began to enjoy it. I asked questions about their daily life, and they were always excited to share. In return, I told them about Taiwan’s food, culture, traditions, and ideas, and taught some songs.
What felt strange at the beginning turned into something fun and meaningful. By keeping an open mind, I didn’t just survive culture shock—I learned from it and made real connections.
Olivia (蘇郁惟), 18, Chinese Literature
During my days at Queen of Peace School, I experienced both cultural exchange and teaching moments that deeply touched me.
On their Nutrition Month program, the children wore creative costumes like milk, cola, and eggs, and performed cheerful dances.
In return, we presented the Atayal traditional dance from Taiwan. Even though we spoke different languages, the dance became a bridge that connected our cultures.
In the kindergarten classes, I taught activities such as fruit-themed coloring, origami hearts, and the Chinese version of songs, like ‘Twinkle Twinkle Little Star’ and ‘Two Tigers’.
Some children who had met me the day before became less shy and even proudly told me their favorite fruits. Seeing them sing and dance with growing confidence made me both proud and moved.
On the final day, when they hugged me tightly after their performance, I realized how unforgettable these bonds had become.
Later, at Hua Ming High School, we interacted with parents who are preparing for their children’s graduation trip to Taiwan. We shared experiences about Taiwan and answered questions.
I could feel the parents’ excitement and expectations, which made me proud to introduce my culture.
These moments at QPS and Hua Ming showed me how education and cultural sharing bring people closer, leaving memories I will always treasure.
ON FILIPINO FOOD. During my time in the Philippines, I was deeply impressed by the local food culture.
One of the most memorable dishes was grilled chicken with rice – a simple meal but full of flavor, showing how rice remains the heart of every meal.
I also tried puto, a kind of steamed rice cake that reminded me of Taiwan’s ‘fa gao’.
However, the Filipino version is more creative, often topped with cheese or filled with chicken, giving it a savory twist.
Another dish I enjoyed was lumpia shanghai, which looks like a spring roll but is usually filled with sausage or vegetables, like carrots.
What struck me most was the difference in dining culture — meals in many homes in the Philippines are usually centered on one main dish with rice, while in Taiwan, we are used to having several side dishes to go with the main course. This difference gave me new insights into how food reflects culture.
Rowen (朱子芸), 19, Humanities & Community Innovation
One afternoon during our first week in Bacolod City, we visited an orphanage. The atmosphere was completely different from our morning activity then at the Queen of Peace School.
At first, it felt a little awkward and quiet, but as we started drawing and folding paper together, the children slowly opened up, and laughter began to fill the room.
Watching them focus so seriously on their creations made me realize that companionship itself is the greatest gift.
We didn’t need many words to connect.
Even though my English isn’t very good (and the children spoke more in their local language), I realized that doing simple activities side by side can bring people closer together. It showed me that genuine connection doesn’t always require perfect communication—sometimes, actions speak louder than words.
Although it was just a brief encounter, I feel that I’ve gained so much from this experience. I’ve come to understand that service is not only about “helping others.” Through interaction and sharing, both sides are healed, enriched, and transformed. It’s a kind of silent exchange where we give, receive, and grow together.
CONNECTION BEYOND WORDS. One of the most valuable insights we gained from this experience is that people from different nationalities and backgrounds are not as different as we might imagine. At first, I thought the language barrier and cultural differences would make communication difficult, but I soon realized that kindness, laughter, and shared activities can bridge those gaps.
Through simple things like drawing, dancing, and folding paper together, we discovered that connection goes beyond words. Even when we couldn’t fully express ourselves in English, smiles and small gestures spoke louder than any language.
I also learned that every culture carries its own beauty, and by sharing our traditions while learning theirs, we build mutual respect and understanding.
My experiences in the Philippines remind me that diversity is not something that separates us—it is something that enriches us. The most important lesson I’ve learned is that at the heart of every culture, people seek the same things: connection, joy, and care. No matter where we come from, we can always find common ground.
Dora (顏嘉樂), 21, Library & Information Science
I went to Hinigaran Elementary School-B to participate in a cultural exchange activity full of interaction and surprises. The children there appeared more shy. During our interaction, although they were hesitant, they were still eager to know more about Mandarin.
When I taught them a Chinese song, even though they felt shy, they still tried to follow my instructions. For example, when I taught them the Chinese version of ‘Two Tigers’ song using a relay-singing method, they eagerly followed and picked up the pronunciation. This showed that, although they were not as outgoing as other students, they still demonstrate a remarkable level of receptiveness and motivation to learn.
What impressed me the most, however, was not only their motivation to learn but also their ability to perform the dances and songs they briefly practiced —it truly amazed me.
The maturity and completeness of their performance far exceeded my expectations; every movement and note reflected meticulous practice and revealed their respect and dedication to cultural expression.
This experience not only allowed me to witness the effort behind their preparation but also made me realize that cultural exchange is not merely a formal interaction; it is an opportunity for both sides to broaden their worldviews.
REALIZATIONS. For me as a university student, this month-long experience has given me a lot of realizations.
Through my interactions with Filipino students, I realized that they actively broaden their political and global perspectives and are also courageous in expressing their questions and admiration for foreign cultures.
The rewarding experience of teaching Mandarin to foreign students also helped me recognize the level of my basic foreign language skills and teaching ability, allowing me to break free from the self-doubt I used to have when learning foreign languages.
In the past, I often felt that small chores in daily life, easily disturbed my peace of mind. The slow life in the Philippines made me realize the importance of staying relaxed.
Ula (施珍妍), 19, Humanities & Community Innovation
What struck me first during our visit to different high schools in Bacolod City was the unique learning environment and style, like the girls’ skirts that extend below the knee, the formal attire paired with leather shoes, and the students’ energetic learning attitude—all of which felt quite different from what I was used to know in Taiwan.
At Trinity Christian School, we engaged in small-group interactions while teaching Chinese songs. It was our very first day of visit, and although I felt nervous at the beginning, the sense of accomplishment afterward was truly rewarding.
At Bacolod City National High School, I was impressed by the students’ eagerness to learn a new language and their willingness to express themselves. Finally, at Negros Occidental High School, we exchanged ideas about the differences between Taiwanese and Filipino friendships—including weekend activities and birthday celebrations.
On my personal realization, when I was a child, I often watched foreign visitors come to my school for cultural exchange. This time, however, I, standing on the other side, became one of those “foreigners” I once looked up to. It may not seem like much, but to me, it was meaningful. Understanding the expectations I might have had as a child inspires me now to engage more wholeheartedly in cultural exchange.
AT BORACAY. Shortly before the final stage of our journey, we went to Boracay for rest and recreation. There, we experienced the wonders of snorkeling, the breathtaking adventure of helmet diving, the thrill of riding a banana boat, and even the excitement of cliff diving.
One unforgettable moment was when a crew member of our fun boat ride dove down to catch sea urchins and shared them with us to taste.
Through these experiences, we realized that although Taiwan and the Philippines are both island nations, their distinct geography and natural features have shaped different customs, lifestyles, and cultural landscapes.
The dazzling white sands of Boracay, left a lasting impression, like a bright white mark upon the memories of this journey.
I have gained insights that will allow me to progress steadily in my future university life while maintaining a calm and appreciative mindset in learning and handling every matter.
Jim (梁青宇), 21, History
During our immersion activities in the Philippines, we gained many meaningful experiences through teaching Mandarin and sharing culture.
At the Cansilayan Farm School, we taught the song ‘Peng You’ (Friend), and the students learned with laughter and enthusiasm. Singing together created a warm atmosphere and left us with unforgettable memories.
At Minoyan National High School, both sides presented cultural performances. We prepared a chopsticks dance that blended Chinese and Filipino elements. Its lively rhythm surprised the audience and highlighted the spirit of cross-cultural exchange.
After the performance, we interacted with the students and, again, taught ‘Peng You’ song. Although we spoke different languages, music became a natural bridge that drew us closer.
We also visited Isio Private Academy, where we performed and tried to dance ‘Tinikling’, the bamboo pole dance after witnessing various local folk dances.
We later organized interactive activities. Through Mandarin songs and games, the students experienced Chinese culture while we gained insights into theirs. The joyful atmosphere was filled with smiles and applause, showing the mutual excitement of learning from one another.
FEELING THE WARMTH & FRIENDSHIP. Beyond the official activities, what touched me most was the genuine warmth of every interaction.
Even though we came from different backgrounds, the smiles, laughter, and openness of the Filipino students made us feel at home. Teaching Mandarin songs showed me how language and music can cross barriers more naturally than words alone.
I also realized that cultural exchange is not only about presenting performances but about building friendships. Each handshake, conversation, and shared activity reminded me that human connections go deeper than cultural differences.
This journey gave me confidence in my ability to engage with others, and it made me cherish the bonds we created. These memories will remain a meaningful part of my growth. | AVDC
