Global Hierarchies and Desire in English Learning: A Study Abroad Experience in the Philippines
What is it about?
This study explores the experiences of a Japanese woman who traveled to the Philippines and then to Canada to learn English, focusing on her reflections about what motivated her and how she perceived her time abroad. Drawing on ideas from language studies and philosophy, the research moves beyond language learning to examine broader factors, such as socioeconomic and cultural influences. Her story reveals how she compared the Philippines with Canada, highlighting her mixed feelings about studying in the Philippines and her attraction to the West. It also shows how global inequalities shape perceptions of the Philippines as a study-abroad destination. The study offers insights into how students remember and interpret their international experiences in a world defined by historical and economic power imbalances.
Why is it important?
This paper is important because it broadens the understanding of study-abroad experiences by highlighting the interplay of personal aspirations, cultural perceptions, and global inequalities. While much of the existing research focuses on language acquisition and sociolinguistic factors, this study goes further by examining how socioeconomic and cultural hierarchies shape students’ motivations and memories of their experiences. By comparing the Philippines and Canada as study-abroad destinations, the paper sheds light on the often-overlooked ambivalence and complexities students face when navigating globalized education systems. Additionally, it challenges conventional narratives of the West as the idealized destination for English learning, offering a critical perspective on how historical and economic power imbalances influence the desirability of non-Western countries like the Philippines. This research contributes valuable insights to the fields of applied linguistics, education, and global studies, encouraging a more nuanced understanding of transnational mobility and its impact on learners.