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Culture
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six
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:
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s
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teg
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la
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g
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a
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rsio
n
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tec
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n
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l
o
g
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d
u
c
a
ti
o
n
,
th
ri
v
in
g
th
r
o
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g
h
d
iv
e
rsit
y
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su
p
p
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rt
a
n
d
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o
ll
e
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ia
li
ty
.
Th
e
st
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a
led
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g
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c
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a
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F
il
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p
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tea
c
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ti
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su
g
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f
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g
o
in
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p
ro
fe
ss
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n
a
l
d
e
v
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lo
p
m
e
n
t
th
a
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e
n
h
a
n
c
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s
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l
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n
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d
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ica
l
stra
teg
ies
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a
n
d
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p
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rti
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tea
c
h
in
g
c
o
m
m
u
n
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s
.
K
ey
w
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d
s
:
C
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cu
ltu
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C
o
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ten
t d
eliv
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y
C
u
ltu
r
al
co
m
p
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C
u
ltu
r
e
-
b
ased
teac
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in
g
Ped
ag
o
g
ical
p
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ac
tices
T
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CC B
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lv
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C
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Ph
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p
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m
ail: b
ac
u
s
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@
cn
u
.
ed
u
.
p
h
1.
I
NT
RO
D
UCT
I
O
N
C
h
in
a
an
d
th
e
Ph
ilip
p
in
es
h
a
v
e
a
l
o
n
g
h
is
to
r
y
.
Ov
er
th
e
y
ea
r
s
,
a
co
n
s
id
er
ab
le
n
u
m
b
er
o
f
Fil
ip
in
o
s
h
av
e
b
ee
n
lear
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in
g
t
h
e
C
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in
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s
e
lan
g
u
ag
e,
ad
ap
tin
g
to
s
o
m
e
o
f
th
e
C
h
in
ese
way
s
o
f
life
,
an
d
h
a
v
e
witn
ess
ed
th
e
in
f
lu
en
ce
s
o
f
C
h
in
ese
o
n
Fil
ip
in
o
s
,
s
u
ch
as
in
b
u
s
in
ess
,
cu
is
in
e,
f
ash
io
n
,
b
elief
s
,
an
d
v
alu
es.
T
h
ese
asp
ec
ts
h
av
e
en
r
ich
ed
th
e
Ph
ilip
p
in
e
cu
ltu
r
e
an
d
af
f
ec
ted
th
e
liv
es
o
f
m
an
y
Fil
ip
in
o
s
.
I
n
2
0
1
8
,
C
h
in
ese
Fil
ip
in
o
s
ac
co
u
n
ted
f
o
r
2
%
o
f
th
e
Ph
ilip
p
in
e
p
o
p
u
latio
n
in
eth
n
ic
g
r
o
u
p
s
.
W
ith
th
e
C
h
in
ese
co
m
m
u
n
ity
th
at
f
lo
u
r
is
h
ed
o
v
er
t
h
e
y
ea
r
s
,
Fil
i
p
in
o
s
o
b
s
er
v
e
th
eir
tr
a
d
itio
n
s
,
b
elief
s
,
an
d
c
u
s
to
m
s
.
C
o
n
s
id
er
ab
ly
in
t
h
e
p
ast
y
ea
r
s
,
th
e
Ph
ilip
p
in
e
g
o
v
er
n
m
en
t
h
as
also
r
ea
lized
th
e
im
p
o
r
tan
ce
o
f
C
h
in
ese
an
d
h
as
g
r
a
d
u
ally
r
elax
ed
t
h
e
p
o
licy
o
f
C
h
in
ese
ed
u
ca
tio
n
.
W
ith
th
e
m
an
y
C
h
in
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s
ch
o
o
ls
in
th
e
Ph
ilip
p
in
es,
v
alu
e
-
b
ased
lead
er
s
h
ip
was
em
p
h
asized
am
o
n
g
Fil
ip
in
o
-
C
h
in
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lead
er
s
wh
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ar
e
co
n
f
r
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n
te
d
with
c
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allen
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co
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m
u
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d
s
u
s
tain
in
g
th
e
q
u
ality
o
f
in
s
tr
u
ctio
n
[
1
]
.
Desp
ite
th
e
p
r
o
b
le
m
s
o
f
p
o
o
r
eq
u
i
p
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teac
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s
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m
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C
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ch
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p
r
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f
u
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ch
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co
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p
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b
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co
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tr
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in
v
estme
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t to
war
d
a
co
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p
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eh
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s
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im
p
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t
atio
n
o
f
C
h
in
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ed
u
ca
tio
n
r
e
f
o
r
m
[
2
]
.
T
h
e
s
h
if
t
o
f
o
wn
er
s
h
ip
a
n
d
ad
m
in
is
tr
atio
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o
f
C
h
in
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s
ch
o
o
ls
in
th
e
Ph
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p
in
es
u
n
d
er
Fil
ip
in
izatio
n
led
to
s
ev
er
al
c
h
an
g
es,
s
u
ch
a
s
th
e
tim
e
d
ev
o
te
d
to
th
e
C
h
in
ese
cu
r
r
ic
u
lu
m
a
n
d
th
e
r
atio
o
f
f
o
r
eig
n
s
tu
d
e
n
ts
wh
o
co
u
ld
b
e
ad
m
itted
to
Fil
ip
in
o
-
C
h
in
ese
s
ch
o
o
ls
.
No
n
-
C
h
in
ese
teac
h
er
s
an
d
s
tu
d
en
ts
in
C
h
in
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s
ch
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o
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attr
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class
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in
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ac
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an
d
th
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ten
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teac
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b
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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&
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2252
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8
8
2
2
C
u
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-
b
a
s
ed
tea
ch
in
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p
r
a
ctice
s
o
f te
a
ch
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in
a
P
h
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p
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C
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… (
R
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d
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s
C
.
B
a
c
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s
)
5081
b
eh
av
io
r
s
,
v
a
l
u
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s
y
s
t
e
m
b
e
l
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f
s
,
a
n
d
ac
c
e
p
t
a
n
c
es
in
a
p
ar
ticu
lar
cu
ltu
r
e
[
3
]
,
[
4
]
.
I
t
u
n
d
er
s
co
r
ed
th
e
ten
d
en
cy
o
f
m
is
u
n
d
er
s
tan
d
in
g
s
an
d
p
o
s
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ib
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co
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f
licts
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f
ac
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o
r
s
th
at
m
ig
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t
af
f
ec
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teac
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er
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en
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ea
lin
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s
tu
d
en
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av
in
g
v
alid
c
u
ltu
r
al
b
ac
k
g
r
o
u
n
d
s
.
Similar
ly
,
teac
h
er
an
d
s
tu
d
en
t
b
eh
av
i
o
r
s
ar
e
m
an
if
estatio
n
s
o
f
wh
at
th
ey
v
alu
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in
ea
ch
o
f
th
ei
r
cu
ltu
r
es,
wh
ich
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lts
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th
e
p
r
ev
alen
ce
o
f
d
if
f
er
in
g
class
r
o
o
m
b
e
h
av
io
r
s
[
5
]
.
T
h
e
p
r
o
-
Fil
ip
in
izatio
n
,
wh
ich
ca
n
b
e
co
n
s
tr
u
ed
as
a
m
ea
n
s
t
o
s
ep
ar
ate
Fil
ip
in
o
an
d
C
h
in
e
s
e
lear
n
er
s
an
d
teac
h
er
s
s
u
p
p
o
r
ts
co
n
s
id
er
atio
n
s
f
o
r
n
atio
n
al
s
ec
u
r
ity
.
T
ea
ch
er
s
ar
e
to
e
x
er
cise
b
o
th
in
clu
s
iv
e
an
d
ex
clu
s
iv
e
m
eth
o
d
s
o
f
ed
u
ca
tio
n
to
ad
d
r
ess
th
e
d
iv
er
s
e
n
ee
d
s
o
f
Fil
ip
in
o
-
C
h
in
ese
s
tu
d
en
ts
.
Ho
wev
er
,
in
ter
m
s
o
f
s
p
o
k
en
lan
g
u
ag
es,
la
n
g
u
a
g
e
ed
u
ca
to
r
s
h
av
e
b
ec
o
m
e
c
o
n
s
cio
u
s
o
f
lan
g
u
ag
e
in
s
tr
u
ct
io
n
al
p
r
ac
tices
[
6
]
.
Face
d
with
th
e
d
if
f
er
in
g
cu
ltu
r
es,
n
o
n
-
C
h
in
ese
teac
h
er
s
ar
e
ex
p
ec
ted
to
d
ea
l
with
s
im
ilar
ities
an
d
d
if
f
e
r
en
ce
s
ac
co
r
d
in
g
l
y
in
t
h
eir
p
e
d
ag
o
g
y
o
r
c
o
n
ten
t
d
eliv
er
y
,
p
r
ac
tices,
an
d
b
elief
s
.
C
o
n
s
id
er
ab
ly
,
o
v
er
th
e
y
ea
r
s
,
th
er
e
h
as
b
ee
n
n
o
s
tu
d
y
co
n
d
u
cted
th
at
an
aly
ze
s
d
ata,
in
r
ich
d
escr
ip
tio
n
,
th
e
co
m
p
le
x
s
itu
atio
n
s
o
f
n
o
n
-
C
h
in
ese
teac
h
er
s
teac
h
in
g
in
Fil
ip
in
o
-
C
h
in
ese
s
ch
o
o
ls
.
T
h
e
u
s
e
o
f
t
ea
ch
er
n
ar
r
ativ
es
as
a
p
r
im
ar
y
s
o
u
r
ce
o
f
d
ata
an
d
th
e
ex
p
e
r
ien
ce
s
to
war
d
s
ad
a
p
tatio
n
s
in
teac
h
i
n
g
o
f
f
e
r
s
a
n
o
v
el
ex
p
lo
r
atio
n
o
f
t
h
e
u
n
iq
u
e
n
atu
r
e
o
f
Fil
ip
in
o
teac
h
er
s
’
cu
ltu
r
e
-
b
ased
a
p
p
r
o
ac
h
es
wh
ile
teac
h
in
g
in
a
Ph
ilip
p
in
e
-
C
h
in
ese
s
ch
o
o
l.
Hen
ce
,
an
in
-
d
e
p
th
ex
p
lo
r
atio
n
o
f
th
e
teac
h
er
s
’
p
ed
ag
o
g
ical
p
r
a
x
es
an
d
C
h
in
ese
cu
ltu
r
al
in
f
lu
en
ce
s
p
r
o
v
id
es
a
n
u
an
ce
d
u
n
d
er
s
tan
d
i
n
g
an
d
i
n
s
ig
h
ts
in
to
h
o
w
cu
ltu
r
al
ad
a
p
tatio
n
s
s
h
ap
e
th
eir
class
r
o
o
m
teac
h
in
g
p
r
ac
tices,
f
o
cu
s
in
g
o
n
p
ed
ag
o
g
y
,
co
n
ten
t d
eliv
e
r
y
,
lan
g
u
a
g
e,
an
d
s
o
cial
in
ter
ac
tio
n
.
I
n
th
is
r
esear
ch
,
r
ea
lity
is
s
o
cially
co
n
s
tr
u
cted
an
d
p
er
c
eiv
ed
to
b
e
s
u
b
jectiv
e.
T
h
e
r
esear
ch
er
s
ac
k
n
o
wled
g
e
d
th
at
teac
h
er
s
h
av
e
th
eir
th
o
u
g
h
ts
,
in
ter
p
r
etati
o
n
s
,
an
d
m
ea
n
in
g
s
o
f
‘
wh
at
is
’
.
T
h
e
n
ar
r
ativ
es
o
f
th
eir
f
ee
lin
g
s
,
in
n
e
r
th
o
u
g
h
ts
,
an
d
co
n
s
tr
u
ctio
n
s
as
Fil
ip
in
o
teac
h
er
s
teac
h
in
g
in
C
h
in
ese
s
ch
o
o
ls
ar
e
ca
p
tu
r
ed
th
r
o
u
g
h
th
e
u
s
e
o
f
th
e
in
ter
p
r
etiv
e
ap
p
r
o
ac
h
.
Su
b
jectiv
is
t
h
i
g
h
lig
h
ts
th
at
th
e
wo
r
ld
is
n
o
t
k
n
o
wn
a
n
d
th
at
th
e
r
o
le
o
f
th
e
r
esear
ch
er
is
to
co
n
s
tr
u
ct
an
im
p
r
ess
io
n
o
f
th
e
wo
r
ld
as
th
ey
s
ee
it.
T
h
e
r
e
s
e
ar
ch
er
s
in
th
is
s
tu
d
y
in
ter
p
r
et
th
e
teac
h
er
s
’
n
a
r
r
ativ
es
o
f
th
eir
e
x
p
er
ien
ce
s
a
n
d
p
r
o
d
u
ce
m
u
ltip
le
th
em
es,
s
h
ap
i
n
g
th
e
o
u
tco
m
es
o
f
th
e
s
tu
d
y
.
Sin
ce
m
ea
n
in
g
is
ar
r
iv
ed
at
th
r
o
u
g
h
s
en
s
e
-
m
ak
in
g
,
a
n
e
p
is
tem
o
lo
g
ical
s
tan
c
e
o
f
th
e
s
tu
d
y
was
ad
o
p
ted
an
d
r
ea
lity
,
a
b
y
-
p
r
o
d
u
ct
o
f
th
e
teac
h
er
s
’
th
o
u
g
h
ts
an
d
in
ter
ac
tio
n
s
with
in
an
d
o
u
ts
id
e
th
e
lear
n
in
g
en
v
ir
o
n
m
en
t,
was d
eter
m
in
e
d
.
T
h
e
in
-
d
ep
t
h
ex
p
lo
r
atio
n
o
f
cu
ltu
r
e
-
b
ased
teac
h
in
g
p
r
ac
ti
ce
s
with
in
a
Ph
ilip
p
in
e
-
C
h
in
ese
s
ch
o
o
l
co
n
tex
t
u
n
d
er
s
co
r
es
th
e
u
n
i
q
u
en
ess
o
f
th
e
s
tu
d
y
.
W
h
ile
th
er
e
ar
e
s
tu
d
ies
th
at
f
o
cu
s
o
n
cu
lt
u
r
e
in
ed
u
ca
tio
n
o
r
th
e
d
y
n
am
ics
o
f
m
u
lticu
ltu
r
a
l
class
r
o
o
m
s
,
th
is
s
tu
d
y
d
elv
ed
in
to
th
e
n
u
an
ce
d
p
ed
ag
o
g
ical
ap
p
r
o
ac
h
es
o
f
teac
h
er
s
in
a
s
ch
o
o
l
th
at
ca
ter
s
to
b
o
th
Fil
ip
in
o
an
d
C
h
in
e
s
e
s
tu
d
en
ts
.
T
h
e
n
ar
r
ativ
e
an
d
in
s
ig
h
ts
o
b
tain
ed
f
r
o
m
th
e
teac
h
er
s
o
f
f
er
u
n
p
ar
a
lleled
p
er
s
p
ec
tiv
es o
n
b
icu
ltu
r
al
ed
u
ca
tio
n
,
th
er
e
b
y
u
n
d
er
s
tan
d
in
g
h
o
w
teac
h
er
s
ad
ap
t a
n
d
im
p
lem
en
t c
u
ltu
r
e
-
b
ased
teac
h
in
g
p
r
ac
tices.
2.
M
E
T
H
O
D
T
h
is
s
tu
d
y
em
p
lo
y
ed
a
d
escr
i
p
tiv
e
–
q
u
alitativ
e
ap
p
r
o
ac
h
to
ex
p
lo
r
e
an
d
d
escr
ib
e
th
e
ex
p
e
r
ien
ce
s
o
f
Fil
ip
in
o
teac
h
er
s
teac
h
i
n
g
i
n
C
h
in
ese
s
ch
o
o
ls
in
C
eb
u
,
Ph
i
lip
p
in
es.
Pu
r
p
o
s
iv
e
s
am
p
lin
g
was
u
s
ed
to
s
elec
t
Fil
ip
in
o
teac
h
er
s
wh
o
h
a
d
b
ee
n
em
p
l
o
y
ed
i
n
C
h
in
ese
s
ch
o
o
ls
f
o
r
th
r
ee
y
ea
r
s
o
r
m
o
r
e.
A
to
tal
o
f
1
2
p
ar
ticip
an
ts
(
co
d
e
d
as
P
f
o
r
p
ar
ticip
an
ts
)
wer
e
ch
o
s
e
n
b
ased
o
n
d
ata
s
atu
r
atio
n
.
T
h
is
cr
iter
io
n
was
ess
en
tial to
ac
h
iev
e
d
ata
s
atu
r
atio
n
,
wh
er
e
n
o
th
in
g
f
u
r
th
er
e
m
er
g
ed
f
r
o
m
o
t
h
er
p
ar
ticip
a
n
ts
.
T
h
e
r
esu
lts
o
f
th
is
s
tu
d
y
m
ak
e
im
p
o
r
tan
t
c
o
n
tr
ib
u
tio
n
s
to
t
h
e
u
n
d
er
s
tan
d
i
n
g
o
f
cr
o
s
s
-
cu
ltu
r
al
ed
u
ca
tio
n
an
d
th
e
lo
ca
lizatio
n
o
f
teac
h
in
g
p
r
ac
tices.
A
v
alid
ated
,
u
n
s
tr
u
ctu
r
e
d
in
t
er
v
iew
g
u
id
e
was
u
s
ed
to
c
o
llect
d
ata
f
r
o
m
th
e
teac
h
er
s
.
I
n
-
d
ep
th
,
one
-
on
-
o
n
e
in
ter
v
iews
wer
e
c
o
n
d
u
cte
d
af
ter
o
b
tain
in
g
eth
i
cs
clea
r
an
ce
f
r
o
m
th
e
u
n
iv
er
s
ity
an
d
p
ar
ticip
an
t
co
n
s
en
t.
Fil
ip
in
o
e
d
u
ca
to
r
s
co
n
tr
ib
u
te
d
is
tin
ctiv
e
ap
p
r
o
a
ch
es
an
d
in
s
ig
h
ts
th
at
e
n
h
an
ce
th
e
lear
n
in
g
en
v
ir
o
n
m
en
t
in
C
h
in
ese
s
ch
o
o
ls
,
b
r
id
g
in
g
cu
ltu
r
al
d
iv
id
es
an
d
p
r
o
m
o
tin
g
m
u
tu
al
r
esp
ec
t
b
etwe
en
Fil
ip
in
o
an
d
C
h
in
ese
co
m
m
u
n
ities
.
T
h
eir
ex
p
er
ien
ce
s
u
n
d
er
s
co
r
e
t
h
e
v
alu
e
o
f
ad
a
p
tab
ilit
y
,
cu
lt
u
r
al
s
en
s
itiv
ity
,
an
d
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
en
t i
n
m
u
lticu
ltu
r
al
ed
u
ca
tio
n
al
en
v
i
r
o
n
m
en
ts
.
T
h
e
in
f
o
r
m
ed
c
o
n
s
e
n
t f
o
r
m
i
n
clu
d
ed
th
e
p
u
r
p
o
s
e
o
f
th
e
s
tu
d
y
a
n
d
h
o
w
it
wo
u
ld
b
e
c
o
n
d
u
cted
;
th
e
b
en
ef
its
f
o
r
th
e
p
ar
ticip
an
t
s
;
h
o
w
th
e
p
r
i
v
ac
y
,
an
o
n
y
m
ity
,
an
d
c
o
n
f
id
e
n
tiality
o
f
th
e
p
ar
ticip
a
n
ts
wo
u
ld
b
e
en
s
u
r
ed
;
f
r
ee
d
o
m
o
f
th
e
tea
ch
er
-
p
ar
ticip
a
n
ts
to
with
d
r
aw
f
r
o
m
th
e
s
tu
d
y
with
o
u
t
co
n
s
eq
u
en
ce
;
an
d
th
eir
v
o
lu
n
tar
in
ess
to
p
ar
ticip
ate
in
t
h
e
s
tu
d
y
b
u
t
with
o
u
t
m
o
n
etar
y
co
m
p
e
n
s
atio
n
.
Data
co
llectio
n
an
d
v
e
r
if
icatio
n
las
ted
f
o
r
8
m
o
n
th
s
.
D
u
r
in
g
th
e
i
n
ter
v
iews,
teac
h
er
s
wer
e
ask
ed
ab
o
u
t
th
e
in
f
lu
en
ce
o
f
C
h
in
ese
cu
ltu
r
e
o
n
th
eir
p
ed
ag
o
g
ical
an
d
co
n
ten
t
d
eli
v
er
y
,
lan
g
u
ag
e
an
d
s
o
cial
in
ter
ac
tio
n
,
an
d
teac
h
i
n
g
p
r
ac
tices
an
d
co
n
s
tr
u
ctio
n
s
wh
ile
teac
h
in
g
in
a
C
h
in
ese
s
ch
o
o
l.
Au
d
io
r
ec
o
r
d
in
g
s
o
f
th
e
co
n
v
er
s
atio
n
s
wer
e
m
ad
e
with
p
ar
ticip
an
t
co
n
s
en
t,
a
n
d
p
ar
ticip
an
ts
wer
e
p
r
o
v
id
ed
with
t
h
e
tr
an
s
cr
ip
ts
f
o
r
v
er
if
icatio
n
.
T
h
em
atic
an
aly
s
is
,
f
o
llo
win
g
B
r
au
n
a
n
d
C
lar
k
e’
s
s
tep
s
[
7
]
,
was
u
s
ed
to
id
en
tif
y
p
atter
n
s
o
f
m
ea
n
in
g
(
th
em
es)
with
in
q
u
alitativ
e
d
ata.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
6
,
Dec
em
b
er
20
25
:
5
0
8
0
-
5
0
9
3
5082
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
Gu
id
ed
b
y
th
e
th
e
m
atic
an
aly
s
is
s
tep
s
esp
o
u
s
ed
b
y
B
r
au
n
an
d
C
lar
k
e
[
7
]
,
th
e
in
f
lu
en
ce
o
f
C
h
in
ese
cu
ltu
r
e
o
n
Fil
ip
in
o
teac
h
er
s
’
p
ed
ag
o
g
ical
an
d
c
o
n
ten
t
d
eliv
er
y
,
lan
g
u
ag
e
,
an
d
s
o
cial
in
t
er
ac
tio
n
as
well
as
th
eir
p
r
ac
tices
an
d
co
n
s
tr
u
ctio
n
s
wh
ile
teac
h
in
g
in
a
C
h
in
ese
s
ch
o
o
l,
s
ix
t
h
em
es
e
m
er
g
ed
:
b
ilin
g
u
al
p
ed
ag
o
g
y
,
cu
ltu
r
al
v
alu
es
in
teg
r
atio
n
,
lan
g
u
ag
e
im
m
er
s
i
o
n
,
tech
n
o
lo
g
y
in
ed
u
ca
tio
n
,
th
r
iv
in
g
th
r
o
u
g
h
d
iv
er
s
ity
,
s
u
p
p
o
r
t
,
an
d
co
lleg
i
ality
.
3
.
1
.
B
ilin
g
ua
l
po
li
cy
F
i
l
i
p
i
n
o
t
e
a
c
h
e
r
s
i
n
C
h
i
n
es
e
s
c
h
o
o
l
s
f
r
e
q
u
e
n
tl
y
n
e
e
d
t
o
ad
a
p
t
t
h
e
i
r
te
a
c
h
i
n
g
p
r
a
c
ti
c
e
s
t
o
f
i
t
wi
t
h
C
h
i
n
e
s
e
c
u
l
t
u
r
a
l
n
o
r
m
s
a
n
d
ed
u
c
a
t
i
o
n
a
l
s
ta
n
d
a
r
d
s
.
U
n
d
e
r
s
ta
n
d
i
n
g
l
o
c
a
l
c
u
s
t
o
m
s
,
v
a
l
u
es
,
a
n
d
c
o
m
m
u
n
i
c
a
t
i
o
n
p
r
ef
er
en
ce
s
is
n
ec
ess
ar
y
s
in
c
e
th
ey
m
ay
h
av
e
a
n
im
p
ac
t
o
n
h
o
w
ed
u
ca
tio
n
is
d
eliv
er
e
d
an
d
r
ec
eiv
e
d
.
T
h
e
s
u
c
c
es
s
o
f
b
i
l
i
n
g
u
a
l
e
d
u
c
a
t
i
o
n
d
e
p
e
n
d
s
h
e
a
v
i
l
y
o
n
F
i
l
i
p
i
n
o
i
n
s
t
r
u
c
t
o
r
s
’
f
l
u
e
n
c
y
i
n
b
o
t
h
C
h
i
n
e
s
e
a
n
d
E
n
g
l
i
s
h
.
T
e
a
c
h
e
r
s
m
u
s
t
s
p
e
a
k
m
o
r
e
t
h
an
o
n
e
l
a
n
g
u
a
g
e
f
l
u
e
n
t
l
y
t
o
e
n
s
u
r
e
t
h
a
t
p
u
p
i
l
s
c
o
m
p
r
e
h
e
n
d
t
h
e
s
u
b
j
e
c
t
m
a
tt
e
r
a
n
d
s
i
m
u
l
ta
n
e
o
u
s
l
y
a
d
v
a
n
c
e
t
h
e
i
r
la
n
g
u
a
g
e
p
r
o
f
i
c
i
e
n
c
y
.
L
a
n
g
u
a
g
e
t
r
a
i
n
i
n
g
s
c
e
n
t
e
r
e
d
o
n
i
n
t
e
r
c
u
lt
u
r
a
l
c
o
m
m
u
n
i
c
a
ti
o
n
tech
n
iq
u
es a
n
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
o
f
teac
h
e
r
s
,
esp
ec
ially
in
d
ea
lin
g
with
m
u
ltil
in
g
u
al
lear
n
er
s
[
8
].
3
.
1
.
1
.
Ado
ptio
n o
f
bil
ing
ua
l t
ea
ching
s
t
ra
t
eg
ies
T
h
e
teac
h
in
g
a
p
p
r
o
ac
h
es
o
f
Fil
ip
in
o
ed
u
ca
t
o
r
s
ar
e
s
h
ap
ed
b
y
C
h
in
ese
cu
ltu
r
al
n
o
r
m
s
a
n
d
v
alu
es,
p
ar
ticu
lar
ly
th
e
em
p
h
asis
o
n
t
h
o
r
o
u
g
h
n
ess
an
d
o
b
e
d
ien
ce
to
au
th
o
r
ity
.
T
h
ese
v
ar
iab
les also
h
av
e
a
n
im
p
ac
t o
n
th
e
u
s
e
o
f
b
ilin
g
u
al
teac
h
in
g
s
tr
ateg
ies,
wh
ich
aim
to
r
aise
s
tu
d
en
ts
’
ac
ad
em
ic
ac
h
iev
e
m
en
t
an
d
lan
g
u
ag
e
p
r
o
f
icien
c
y
in
a
m
u
lticu
ltu
r
a
l
class
r
o
o
m
.
I
t
is
ad
v
is
ed
th
at
m
u
ltil
in
g
u
al
teac
h
in
g
s
tr
ateg
ies
th
at
ad
d
r
ess
s
tu
d
en
ts
’
p
r
o
f
icien
cy
in
b
o
th
C
h
in
ese
an
d
E
n
g
lis
h
b
e
u
s
ed
b
y
Fil
ip
in
o
teac
h
er
s
in
th
ese
s
ch
o
o
ls
.
T
h
e
f
lu
en
c
y
o
f
Fil
ip
in
o
teac
h
e
r
s
in
b
o
th
C
h
in
ese
an
d
E
n
g
lis
h
is
im
p
o
r
ta
n
t
to
th
e
s
u
cc
ess
o
f
b
ilin
g
u
al
ed
u
ca
tio
n
.
T
o
m
a
k
e
s
u
r
e
th
at
s
tu
d
en
ts
u
n
d
er
s
tan
d
t
h
e
m
ater
ial
an
d
im
p
r
o
v
e
th
eir
lan
g
u
ag
e
s
k
ills
at
th
e
s
am
e
ti
m
e,
teac
h
er
s
n
ee
d
to
b
e
f
lu
en
t
in
m
u
ltip
le
lan
g
u
ag
e
s
.
B
ag
ap
u
r
o
an
d
San
to
s
[
9
]
s
tr
ess
ed
th
at
teac
h
in
g
co
m
p
eten
c
ies
en
co
m
p
ass
th
e
d
ev
elo
p
m
e
n
t
an
d
d
is
p
lay
o
f
t
h
e
co
m
p
o
s
ite
s
k
ills
n
ec
ess
ar
y
f
o
r
s
tu
d
e
n
t
teac
h
in
g
,
s
u
c
h
as
l
ess
o
n
in
tr
o
d
u
ctio
n
,
ex
p
lan
atio
n
,
p
ac
e
o
f
in
s
tr
u
ctio
n
,
r
ein
f
o
r
ce
m
en
t,
co
m
p
r
e
h
e
n
s
io
n
o
f
ch
ild
p
s
y
ch
o
l
o
g
y
,
b
eh
av
io
r
r
ec
o
g
n
itio
n
,
class
r
o
o
m
m
an
ag
em
e
n
t,
an
d
a
s
s
ig
n
m
en
t d
is
tr
ib
u
tio
n
.
“
I
tr
ied
my
ve
r
y
b
est
to
lea
r
n
C
h
in
ese
s
o
th
a
t
I
ca
n
in
tera
ct
my
s
tu
d
en
ts
ev
en
a
fte
r
cla
s
s
h
o
u
r
s
.
S
o
me
o
f
th
em
mig
h
t
d
o
s
o
m
e
g
o
s
s
ip
a
n
d
I
ca
n
n
o
t
u
n
d
er
s
ta
n
d
th
a
t
is
w
h
y,
I
tr
ied
le
a
r
n
in
g
C
h
in
ese.
”
(
P9
)
“
Yes
,
b
ec
a
u
s
e
it
’
s
r
ea
lly
h
a
r
d
to
co
mmu
n
ica
te
w
ith
th
em
s
o
I
r
ea
lly
h
a
ve
to
s
tu
d
y.
Th
ere
a
r
e
times
th
a
t
I
r
ea
lly
s
tu
d
y
C
h
in
ese
ch
a
r
a
cters
a
n
d
la
n
g
u
a
g
es
s
o
th
a
t
I
ca
n
s
p
e
a
k
w
ith
th
em
b
u
t
it
’
s
r
ea
lly
h
a
r
d
.
”
(
P2
)
“
Th
ere
’
s
a
n
ed
g
e
f
o
r
th
e
te
a
c
h
ers
if
th
ey
kn
o
w
Ma
n
d
a
r
in
,
b
u
t
th
e
s
ch
o
o
l
d
o
es
n
o
t
ex
p
ec
t
u
s
to
b
e
s
tu
d
yin
g
th
is
la
n
g
u
a
g
e.
Like
if I
’
m
a
n
ew tea
ch
er,
I
h
a
ve
t
o
lea
r
n
Ma
n
d
a
r
in
.
A
n
d
th
o
s
e
w
h
o
lea
r
n
a
lo
t
a
r
e
th
o
s
e
tea
ch
er
a
s
s
i
s
ta
n
ts
b
ec
a
u
s
e
th
ey
’
r
e
th
ere
fo
r
o
n
e
w
h
o
le
ye
a
r
a
n
d
th
ey
’
r
e
g
o
in
g
b
e
ve
r
y
g
o
o
d
in
Ma
n
d
a
r
in
.
Th
ey
ca
n
r
ea
lly
u
n
d
ers
ta
n
d
.
”
(
P5
)
T
h
is
im
p
lies
th
at
f
o
r
Fil
ip
in
o
teac
h
er
s
to
im
p
r
o
v
e
th
eir
c
u
ltu
r
al
co
m
p
ete
n
ce
an
d
b
ilin
g
u
a
l
teac
h
in
g
ab
ilit
ies,
o
n
g
o
in
g
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
is
ess
en
tia
l.
T
h
ese
co
u
ld
in
clu
d
e
lan
g
u
a
g
e
in
s
tr
u
ctio
n
,
s
em
in
ar
s
o
n
C
h
in
ese
teac
h
i
n
g
m
et
h
o
d
s
,
an
d
ch
an
ce
s
f
o
r
co
llab
o
r
ativ
e
lear
n
in
g
with
C
h
in
ese
c
o
wo
r
k
er
s
.
T
h
e
way
t
h
at
s
tu
d
en
ts
an
d
teac
h
er
s
in
ter
ac
t
in
a
b
ilin
g
u
al
s
ettin
g
ca
n
als
o
b
e
in
f
lu
e
n
ce
d
b
y
cu
ltu
r
al
c
o
n
v
en
tio
n
s
.
Fil
ip
in
o
ed
u
ca
to
r
s
s
h
o
u
ld
b
e
co
n
s
cio
u
s
o
f
th
e
h
ier
ar
ch
ical
n
atu
r
e
o
f
teac
h
er
-
s
tu
d
en
t
r
elatio
n
s
h
ip
s
in
C
h
in
ese
cu
ltu
r
e,
as
it
m
ig
h
t
af
f
ec
t
s
tu
d
e
n
t
in
v
o
lv
em
en
t
an
d
class
r
o
o
m
d
y
n
am
ics.
T
r
an
s
lan
g
u
a
g
in
g
tech
n
iq
u
es,
in
wh
ic
h
lan
g
u
ag
es
a
r
e
s
witch
ed
b
etwe
en
,
ca
n
b
e
u
s
ed
b
y
b
ilin
g
u
al
e
d
u
ca
to
r
s
to
im
p
r
o
v
e
lear
n
i
n
g
an
d
c
o
m
p
r
e
h
en
s
io
n
[
10
]
.
W
ith
th
is
ap
p
r
o
ac
h
,
s
tu
d
en
ts
ca
n
p
r
o
g
r
ess
iv
ely
im
p
r
o
v
e
th
eir
s
ec
o
n
d
lan
g
u
ag
e
s
k
ills
wh
ile
also
u
n
d
er
s
tan
d
i
n
g
d
if
f
icu
lt c
o
n
ce
p
ts
in
th
eir
n
ativ
e
to
n
g
u
e.
3
.
1
.
2
.
Dy
na
m
ic
s
o
cia
l e
nv
ir
o
nm
ent
T
o
im
p
r
o
v
e
s
tu
d
en
ts
’
m
u
ltil
in
g
u
al
ab
ilit
ies
an
d
ex
p
an
d
th
ei
r
cu
ltu
r
al
awa
r
en
ess
,
it
is
r
ec
o
m
m
en
d
ed
th
at
teac
h
er
s
em
p
lo
y
b
o
t
h
lan
g
u
ag
es
wh
e
n
in
s
tr
u
ctin
g
t
h
eir
class
es.
T
h
r
o
u
g
h
e
x
p
o
s
u
r
e
to
v
ar
io
u
s
lin
g
u
is
tic
an
d
cu
ltu
r
al
v
iewp
o
in
ts
,
b
ilin
g
u
al
ed
u
ca
tio
n
n
o
t
o
n
ly
en
h
a
n
ce
s
lan
g
u
ag
e
co
m
p
eten
cy
b
u
t
also
f
o
s
ter
s
cu
ltu
r
al
co
m
p
eten
ce
[
1
1
]
.
T
ea
ch
e
r
s
ca
n
estab
lis
h
a
lear
n
in
g
en
v
ir
o
n
m
en
t
th
at
f
o
s
ter
s
lin
g
u
is
tic
v
a
r
iety
an
d
a
g
r
ea
te
r
u
n
d
er
s
tan
d
i
n
g
o
f
cu
ltu
r
al
d
iv
er
s
ity
b
y
in
c
o
r
p
o
r
atin
g
b
o
th
lan
g
u
ag
es
in
t
o
th
e
c
u
r
r
icu
l
u
m
.
T
h
is
will
f
ac
ilit
ate
cr
o
s
s
-
cu
ltu
r
al
co
m
m
u
n
icatio
n
an
d
c
o
llab
o
r
atio
n
am
o
n
g
s
tu
d
en
ts
an
d
teac
h
er
s
,
f
o
s
ter
in
g
a
s
u
p
p
o
r
tiv
e
lear
n
in
g
co
m
m
u
n
ity
.
Dy
n
am
ic
b
ilin
g
u
alis
m
h
ig
h
lig
h
ts
th
e
s
o
p
h
is
ticated
an
d
d
y
n
am
ic
lan
g
u
ag
e
u
s
e
th
at
b
ilin
g
u
als
m
ak
e
in
th
e
i
n
cr
ea
s
in
g
ly
g
lo
b
a
lized
2
1
s
t
-
ce
n
tu
r
y
en
v
i
r
o
n
m
e
n
t [
1
2
].
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
C
u
ltu
r
e
-
b
a
s
ed
tea
ch
in
g
p
r
a
ctice
s
o
f te
a
ch
ers
in
a
P
h
ilip
p
i
n
e
-
C
h
in
ese
… (
R
eme
d
io
s
C
.
B
a
c
u
s
)
5083
“
Th
ey
d
o
n
’
t
h
a
ve
p
r
o
b
lems a
b
o
u
t in
tera
ctio
n
s
b
ec
a
u
s
e
th
ey
a
r
e
s
o
a
ctive
a
n
d
p
a
r
ticip
a
tive
.
”
(
P1
)
“
I
h
a
d
a
lter
n
a
tes
b
etw
ee
n
E
n
g
lis
h
a
n
d
C
h
in
ese
in
s
imp
le
w
o
r
d
s
d
u
r
in
g
s
cien
ce
ex
p
eri
men
ts
,
en
co
u
r
a
g
in
g
s
tu
d
en
ts
to
d
is
cu
s
s
th
eir
o
b
s
e
r
va
tio
n
s
in
b
o
th
la
n
g
u
a
g
es
fo
r
th
em
to
u
n
d
ers
ta
n
d
fu
lly
th
e
co
n
ce
p
ts
.
”
(
P1
0
)
T
h
is
em
p
h
asizes
th
e
im
p
o
r
tan
ce
o
f
u
n
d
e
r
s
tan
d
in
g
an
d
a
d
ap
tin
g
to
cu
ltu
r
al
d
if
f
er
e
n
ce
s
with
in
th
e
s
ch
o
o
l
co
m
m
u
n
ity
.
I
t
h
ig
h
lig
h
ts
th
e
ef
f
o
r
ts
m
ad
e
to
r
esp
ec
t
an
d
ac
co
m
m
o
d
ate
d
iv
er
s
e
c
u
ltu
r
al
b
ac
k
g
r
o
u
n
d
s
,
f
o
s
ter
in
g
a
cu
ltu
r
ally
s
en
s
itiv
e
an
d
i
n
clu
s
iv
e
en
v
ir
o
n
m
en
t.
T
ea
ch
er
s
in
b
ilin
g
u
al
e
d
u
ca
tio
n
s
ettin
g
s
f
r
eq
u
e
n
tly
s
witch
b
etwe
en
lan
g
u
a
g
es,
li
k
e
E
n
g
lis
h
a
n
d
C
h
in
ese,
to
e
n
h
an
ce
t
h
e
lear
n
i
n
g
e
x
p
er
ien
ce
s
o
f
th
eir
p
u
p
ils
,
esp
ec
ially
in
in
ter
ac
tiv
e
ac
tiv
ities
lik
e
s
cien
ce
ex
p
er
im
en
ts
.
T
h
is
m
eth
o
d
n
o
t
o
n
ly
h
elp
s
s
tu
d
en
ts
b
ec
o
m
e
m
o
r
e
p
r
o
f
icien
t
in
b
o
th
lan
g
u
a
g
es
b
u
t
also
in
s
p
ir
es
th
em
to
u
s
e
a
v
ar
iety
o
f
lin
g
u
is
tic
d
e
v
ices
to
co
m
m
u
n
icat
e
th
eir
o
b
s
er
v
atio
n
s
a
n
d
i
d
ea
s
.
I
n
a
s
cien
ce
ex
p
er
im
en
t,
f
o
r
i
n
s
tan
ce
,
a
teac
h
er
m
ig
h
t
ask
s
tu
d
en
ts
to
ex
p
lain
th
eir
o
b
s
er
v
atio
n
s
in
b
o
t
h
C
h
in
ese
an
d
E
n
g
lis
h
.
T
h
r
o
u
g
h
th
is
ex
er
cise,
s
tu
d
en
ts
ca
n
im
p
r
o
v
e
th
eir
la
n
g
u
a
g
e
p
r
o
f
icien
c
y
in
b
o
th
lan
g
u
a
g
e
s
wh
ile
ac
tiv
ely
en
g
a
g
in
g
with
s
cien
tific
s
u
b
jects.
T
h
r
o
u
g
h
th
e
p
r
o
m
o
tio
n
o
f
b
ilin
g
u
al
in
ter
ac
tio
n
s
,
ed
u
ca
to
r
s
ass
i
s
t le
ar
n
er
s
in
g
ain
in
g
co
n
f
id
en
ce
an
d
f
lu
en
c
y
in
co
m
m
u
n
icatin
g
s
cien
tific
co
n
ce
p
ts
ac
r
o
s
s
lan
g
u
a
g
e
b
ar
r
i
er
s
.
3
.
2
.
Cultura
l
v
a
lues
inte
g
ra
t
io
n
C
u
ltu
r
al
v
alu
es
in
te
g
r
atio
n
r
e
f
er
s
to
t
h
e
d
elib
er
ate
in
te
g
r
at
io
n
an
d
p
r
o
m
o
tio
n
o
f
d
iv
e
r
s
e
cu
ltu
r
al
p
er
s
p
ec
tiv
es
with
in
th
e
cu
r
r
icu
lu
m
a
n
d
lear
n
in
g
en
v
i
r
o
n
m
e
n
t.
Pro
m
o
tin
g
a
n
e
d
u
ca
tio
n
al
ex
p
er
ie
n
ce
th
at
is
m
o
r
e
in
clu
s
iv
e,
eq
u
itab
le,
an
d
s
en
s
itiv
e
to
th
e
cu
ltu
r
al
b
ac
k
g
r
o
u
n
d
s
o
f
b
o
th
teac
h
er
s
an
d
s
tu
d
en
ts
is
th
e
aim
o
f
th
is
ap
p
r
o
ac
h
.
E
d
u
ca
to
r
s
wh
o
p
r
io
r
itize
th
e
in
te
g
r
atio
n
o
f
cu
ltu
r
al
v
alu
es
o
f
ten
i
n
co
r
p
o
r
ate
cu
ltu
r
al
n
ar
r
ativ
es,
cu
s
to
m
s
,
an
d
h
is
to
r
ical
b
ac
k
g
r
o
u
n
d
s
in
to
th
eir
i
n
s
tr
u
ctio
n
al
m
ater
ials
an
d
class
r
o
o
m
d
is
cu
s
s
io
n
s
.
Stu
d
en
ts
ca
n
g
et
a
g
r
ea
ter
u
n
d
er
s
tan
d
in
g
an
d
r
esp
ec
t f
o
r
v
ar
i
ety
th
r
o
u
g
h
d
is
cu
s
s
io
n
s
o
n
eth
ical
is
s
u
e
s
in
m
an
y
cu
ltu
r
es,
h
is
to
r
ical
ev
e
n
ts
s
ee
n
f
r
o
m
m
u
ltip
le
p
er
s
p
ec
tiv
es,
an
d
ex
am
p
les
o
f
liter
atu
r
e
f
r
o
m
d
iv
e
r
s
e
cu
ltu
r
a
l
b
ac
k
g
r
o
u
n
d
s
.
T
h
e
cu
r
r
icu
l
u
m
an
d
class
r
o
o
m
m
an
ag
em
e
n
t
s
tr
ateg
ies
th
at
ar
e
b
ased
o
n
t
r
ad
itio
n
al
C
h
in
ese
v
alu
es,
s
u
ch
as
h
ar
m
o
n
y
an
d
r
esp
ec
t,
ar
e
im
p
o
r
tan
t
in
d
eter
m
in
in
g
th
e
k
in
d
s
o
f
d
is
cip
lin
e
th
at
ar
e
u
s
ed
an
d
ac
ce
p
ted
b
y
s
tu
d
en
ts
.
T
h
ese
p
r
in
cip
les
ar
e
wo
v
en
tig
h
tly
in
t
o
th
e
f
ab
r
ic
o
f
teac
h
in
g
a
n
d
l
ea
r
n
in
g
p
r
o
ce
d
u
r
es
in
C
h
in
ese
ed
u
ca
tio
n
al
co
n
tex
ts
,
im
p
ac
tin
g
class
r
o
o
m
d
y
n
a
m
ics an
d
p
ed
a
g
o
g
ical
tech
n
iq
u
es a
lik
e.
3
.
2
.
1
.
I
nfluence
o
f
cult
ura
l no
rm
s
o
n peda
g
o
g
ic
a
l pra
ct
ic
es
I
n
o
r
d
e
r
to
cr
ea
te
a
welc
o
m
i
n
g
en
v
ir
o
n
m
e
n
t
wh
er
e
all
s
tu
d
en
ts
,
r
eg
ar
d
less
o
f
th
eir
b
ac
k
g
r
o
u
n
d
o
r
ten
u
r
e,
f
ee
l
r
esp
ec
ted
a
n
d
en
co
u
r
a
g
ed
in
th
eir
ac
a
d
e
m
ic
en
d
ea
v
o
r
s
,
th
is
s
tatem
en
t
em
p
h
asizes
th
e
s
ig
n
if
ican
ce
o
f
in
clu
s
iv
e
p
o
lic
ies
an
d
m
e
n
to
r
s
h
ip
p
r
o
g
r
am
s
.
T
h
is
d
is
co
v
er
y
also
em
p
h
asiz
es
th
e
b
e
n
ef
its
th
at
v
ar
io
u
s
s
tu
d
e
n
t
g
r
o
u
p
s
ca
n
d
er
iv
e
f
r
o
m
m
u
tu
al
r
esp
ec
t
an
d
cu
ltu
r
al
in
ter
ac
tio
n
.
I
n
a
d
d
itio
n
to
f
o
s
ter
in
g
cu
ltu
r
al
awa
r
e
n
ess
an
d
u
n
d
er
s
tan
d
in
g
,
th
ese
e
x
ch
an
g
es
also
h
elp
to
f
o
s
ter
th
e
g
r
o
wth
o
f
d
ee
p
c
r
o
s
s
-
cu
ltu
r
al
f
r
ien
d
s
h
ip
s
an
d
co
o
p
er
ativ
e
l
ea
r
n
in
g
o
p
p
o
r
t
u
n
ities
[
1
2
]
.
T
h
is
is
s
u
p
p
o
r
ted
b
y
th
e
s
h
ar
i
n
g
o
f
th
e
teac
h
er
-
p
ar
ticip
an
ts
:
“
Th
e
cu
ltu
r
e
th
a
t
I
a
ls
o
like
h
ere
is
–
it
d
o
esn
’
t
ma
tter
h
o
w
l
o
n
g
yo
u
s
ta
y
h
ere.
I
d
i
d
n
’
t
fee
l
like
I
w
a
s
a
fir
s
t
ye
a
r
h
ere.
We
a
r
e
h
elp
in
g
ea
c
h
o
th
er
in
r
ea
ch
in
g
u
p
.
Th
eir
g
o
a
l
is
to
r
ea
c
h
ex
ce
llen
ce
b
u
t n
o
p
ers
o
n
is
left b
eh
in
d
,
s
o
w
e
h
a
ve
men
to
r
in
g
.
”
(
P2
)
“
I
d
o
n
’
t
th
in
k
s
o
b
ec
a
u
s
e
w
e
a
r
e
in
,
w
e
’
r
e
s
tu
d
yin
g
in
o
n
e
C
eb
u
.
We
a
r
e
in
C
eb
u
,
s
o
I
o
b
s
erved
C
h
in
ese
s
tu
d
en
ts
a
n
d
tea
ch
ers
h
a
ve
th
is
r
e
s
p
ec
t
fo
r
th
e
F
il
ip
in
o
s
-
th
e
cu
ltu
r
e,
ev
en
th
e
fo
o
d
a
n
d
a
ctivities.
Th
e
s
a
me
is
tr
u
e
w
ith
th
e
F
ilip
in
o
s
.
Th
ey
r
ea
lly
esta
b
lis
h
ed
fr
ien
d
s
h
ip
s
a
n
d
a
r
e
lea
r
n
in
g
fr
o
m
ea
ch
o
th
er.
”
(
P
7
)
T
h
e
teac
h
er
s
ac
k
n
o
wled
g
e
th
e
welc
o
m
in
g
an
d
cu
ltu
r
ally
s
en
s
itiv
e
lear
n
in
g
atm
o
s
p
h
er
e
wh
er
e
all
s
tu
d
en
ts
’
g
r
o
wth
is
v
alu
ed
,
r
eg
ar
d
less
o
f
th
eir
ex
p
e
r
ien
ce
o
r
b
ac
k
g
r
o
u
n
d
.
T
h
e
cr
o
s
s
-
cu
l
tu
r
al
ex
ch
an
g
e
an
d
m
en
to
r
s
h
ip
p
r
o
g
r
am
s
h
o
ws
a
s
tr
o
n
g
co
m
m
itm
e
n
t
to
h
elp
in
g
s
tu
d
en
ts
an
d
cr
ea
tin
g
a
s
u
p
p
o
r
tiv
e
co
m
m
u
n
ity
.
All
th
in
g
s
co
n
s
id
er
ed
,
th
e
p
a
r
ticip
an
t
’
s
d
escr
ip
tio
n
s
u
g
g
est
s
th
at
th
e
s
ch
o
o
l
p
lace
s
a
h
ig
h
v
alu
e
o
n
m
u
tu
al
u
n
d
er
s
tan
d
i
n
g
,
in
clu
s
io
n
,
an
d
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
T
ea
ch
er
s
ca
n
m
ak
e
lear
n
i
n
g
ex
p
er
ie
n
ce
s
m
o
r
e
r
elev
a
n
t
an
d
r
elata
b
le
f
o
r
s
tu
d
en
ts
b
y
i
n
clu
d
in
g
m
ater
ials
,
r
eso
u
r
ce
s
,
an
d
ex
am
p
les f
r
o
m
m
an
y
cu
lt
u
r
al
b
ac
k
g
r
o
u
n
d
s
in
th
eir
cu
r
r
icu
la.
T
h
is
m
eth
o
d
e
n
co
u
r
a
g
es
a
s
en
s
e
o
f
p
ar
ticip
a
tio
n
an
d
b
elo
n
g
i
n
g
i
n
th
e
class
r
o
o
m
b
y
v
alid
atin
g
s
tu
d
en
ts
’
id
en
titi
es
an
d
ex
p
er
ien
ce
s
.
E
n
h
an
cin
g
in
clu
s
io
n
in
th
e
class
r
o
o
m
ca
n
b
e
ac
c
o
m
p
lis
h
ed
th
r
o
u
g
h
u
tili
zin
g
a
r
an
g
e
o
f
teac
h
in
g
s
tr
ateg
ies
th
at
ac
co
m
m
o
d
ate
d
iv
er
s
e
lear
n
in
g
s
ty
les
an
d
cu
ltu
r
al
p
r
ef
er
e
n
ce
s
[1
2
]
.
I
n
te
g
r
atio
n
o
f
cu
ltu
r
al
v
a
lu
es
is
a
d
y
n
am
ic
p
r
o
ce
s
s
th
at
u
n
ites
p
eo
p
le
f
r
o
m
v
ar
io
u
s
cu
l
tu
r
al
b
ac
k
g
r
o
u
n
d
s
an
d
p
r
o
m
o
tes
d
iv
e
r
s
ity
an
d
u
n
ity
with
in
a
s
o
ciety
.
I
t
is
ess
en
tial
to
cr
ea
tin
g
a
p
ea
ce
f
u
l
a
n
d
in
clu
s
iv
e
s
o
ciety
s
in
ce
it a
f
f
ec
ts
ed
u
ca
tio
n
,
p
er
s
o
n
al
d
ev
el
o
p
m
en
t,
an
d
s
o
cieta
l c
o
h
esiv
en
ess
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
6
,
Dec
em
b
er
20
25
:
5
0
8
0
-
5
0
9
3
5084
3
.
2
.
2
.
Cultura
l inf
luence
o
n t
ea
ching
peda
g
o
g
y
T
h
e
d
esig
n
o
f
cu
r
r
ic
u
la
an
d
c
lass
r
o
o
m
m
an
ag
em
en
t
is
s
h
ap
ed
b
y
p
ed
ag
o
g
ical
p
r
ac
tices
th
at
ce
n
ter
o
n
tr
ad
itio
n
al
C
h
in
ese
v
alu
es
lik
e
as
h
ar
m
o
n
y
an
d
r
esp
ec
t.
T
h
is
in
f
lu
en
ce
s
th
e
tech
n
iq
u
e
s
o
f
d
is
cip
lin
e
an
d
th
e
ex
p
ec
tatio
n
s
f
o
r
s
tu
d
en
t
b
eh
av
io
r
.
T
h
r
o
u
g
h
t
h
e
id
e
n
tific
atio
n
o
f
ef
f
icien
t
teac
h
in
g
m
eth
o
d
s
,
s
tu
d
en
t
lear
n
in
g
p
r
ef
e
r
en
ce
s
,
a
n
d
cl
ass
r
o
o
m
m
an
a
g
em
en
t
s
tr
ateg
ies,
ed
u
ca
tio
n
al
r
esear
ch
f
in
d
in
g
s
co
n
tin
u
o
u
s
ly
im
p
ac
t
p
ed
ag
o
g
ical
p
r
ac
tices.
Fo
r
in
s
tan
ce
,
r
esear
ch
o
n
d
if
f
e
r
en
tiated
in
s
tr
u
ctio
n
h
as
led
ed
u
ca
to
r
s
to
m
o
d
if
y
th
eir
p
ed
ag
o
g
ical
ap
p
r
o
ac
h
es to
b
etter
m
ee
t th
e
n
ee
d
s
an
d
s
k
ills
o
f
a
wid
e
r
an
g
e
o
f
s
tu
d
e
n
ts
.
“
Th
e
d
yn
a
mics
o
f
th
e
cla
s
s
I
w
o
u
ld
b
e
tea
ch
in
g
a
t
th
e
mo
men
t
h
a
d
th
e
b
ig
g
est
imp
a
ct
o
n
my
p
r
o
fess
io
n
a
l
d
ev
elo
p
men
t
a
n
d
p
r
a
ctice
s
d
u
r
in
g
th
e
co
u
r
s
e
o
f
my
ca
r
ee
r
.
A
s
a
r
esu
lt,
my
p
u
p
ils
h
a
ve
th
e
g
r
ea
test
imp
a
ct
o
n
m
y
p
r
o
fess
io
n
a
l d
ev
elo
p
men
t
a
n
d
meth
o
d
s
.
”
(
P1
2
)
“
I
a
d
ju
s
ted
th
eir
la
n
g
u
a
g
e
o
f
in
s
tr
u
ctio
n
b
a
s
ed
o
n
th
e
s
tu
d
e
n
ts
’
p
r
o
ficien
cy
,
u
s
in
g
a
co
mb
in
a
tio
n
o
f
E
n
g
lis
h
a
n
d
F
ilip
in
o
to
c
a
t
er
to
th
eir
n
ee
d
s
.
I
a
ls
o
s
emin
a
r
s
h
a
ve
e
q
u
ip
p
ed
th
e
tea
ch
er
w
ith
n
ew
tech
n
iq
u
es
a
n
d
s
tr
a
teg
ies,
s
u
ch
a
s
g
r
o
u
p
a
ctivities,
o
r
a
l
r
ec
ita
tio
n
,
a
n
d
g
a
mes,
to
en
g
a
g
e
s
tu
d
en
ts
effec
tively
.
”
(
P3
)
T
h
e
p
r
im
ar
y
elem
en
ts
in
f
lu
en
cin
g
ed
u
ca
t
o
r
s
’
ed
u
ca
tio
n
al
a
p
p
r
o
ac
h
es
in
clu
d
e
th
e
d
is
tin
ct
n
ee
d
s
an
d
d
y
n
am
ics
o
f
ea
c
h
s
tu
d
en
t,
th
e
g
r
ea
ter
s
ch
o
o
l
a
n
d
co
m
m
u
n
it
y
co
n
tex
t,
o
n
g
o
in
g
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
an
d
r
ef
lectio
n
,
an
d
th
e
in
te
g
r
atio
n
o
f
n
ew
tech
n
o
lo
g
y
.
C
o
m
p
ete
n
t
teac
h
er
s
m
ay
ef
f
ec
tiv
ely
h
an
d
le
th
ese
v
ar
io
u
s
asp
ec
ts
to
cr
ea
te
e
n
g
ag
in
g
a
n
d
m
em
o
r
ab
le
lear
n
in
g
ex
p
er
ie
n
ce
s
f
o
r
th
eir
s
tu
d
en
ts
.
L
a
n
g
u
ag
e
p
r
o
f
icien
cy
is
g
en
er
ally
s
ee
n
as a
n
ess
en
tial
co
m
p
o
n
en
t o
f
cu
ltu
r
al
in
teg
r
at
io
n
.
Prio
r
r
esear
ch
h
as n
o
te
d
th
at
th
er
e
is
a
s
tr
o
n
g
co
r
r
elatio
n
b
etwe
en
ac
a
d
em
ic
p
er
f
o
r
m
a
n
ce
an
d
E
n
g
lis
h
p
r
o
f
icien
cy
an
d
t
h
e
g
en
er
al
ad
ap
tatio
n
o
f
in
ter
n
atio
n
al
s
tu
d
en
ts
to
E
n
g
li
s
h
-
s
p
ea
k
in
g
co
u
n
tr
ies wo
r
ld
wi
d
e
[
1
3
].
Mo
r
eo
v
er
,
it
is
d
if
f
icu
lt
f
o
r
y
o
u
to
s
u
cc
ess
f
u
lly
d
iv
er
s
if
y
in
s
tr
u
ctio
n
i
n
class
es
b
ec
au
s
e
o
f
t
h
e
d
iv
e
r
s
e
r
an
g
e
o
f
p
e
r
s
o
n
alities
,
lear
n
in
g
s
ty
les,
an
d
s
k
ill
lev
el
s
p
r
ese
n
t.
C
h
an
g
in
g
less
o
n
s
to
m
ee
t
t
h
e
r
eq
u
ir
em
e
n
ts
o
f
d
if
f
er
en
t
s
tu
d
e
n
ts
en
co
u
r
ag
es
in
n
o
v
atio
n
an
d
r
eso
u
r
c
ef
u
ln
ess
in
th
e
teac
h
in
g
s
ty
le.
T
h
u
s
,
th
e
d
y
n
am
ics
o
f
y
o
u
r
class
r
o
o
m
in
f
lu
en
ce
h
o
w
y
o
u
d
ev
elo
p
p
r
o
f
ess
io
n
ally
b
y
f
o
r
cin
g
y
o
u
to
ch
a
n
g
e,
ad
ap
t,
an
d
ad
v
an
ce
alo
n
g
s
id
e
y
o
u
r
p
u
p
ils
.
T
h
e
e
f
f
ec
t
o
n
in
s
tr
u
ctio
n
al
s
tr
ateg
ies
an
d
p
r
o
f
ess
io
n
al
g
r
o
wth
h
i
g
h
l
ig
h
ts
h
o
w
d
y
n
am
ic
ed
u
ca
tio
n
is
an
d
h
o
w
im
p
o
r
ta
n
t m
ea
n
in
g
f
u
l c
lass
r
o
o
m
r
elati
o
n
s
h
ip
s
ar
e.
3
.
2
.
3
.
Cultura
l
co
nte
x
t
a
nd
re
lev
a
nce
T
h
is
m
ea
n
s
th
at
t
h
e
teac
h
e
r
in
teg
r
ates
cu
ltu
r
al
s
tu
d
ies
an
d
h
is
to
r
ical
p
er
s
p
ec
tiv
es
in
to
s
u
b
jects,
p
r
o
v
id
i
n
g
a
h
o
lis
tic
v
iew
o
f
C
h
in
ese
cu
ltu
r
e
an
d
its
im
p
ac
t
o
n
v
ar
io
u
s
d
is
cip
lin
es.
T
h
is
m
ea
n
s
a
m
eth
o
d
o
f
in
s
tr
u
ctio
n
wh
er
e
teac
h
er
s
p
u
r
p
o
s
ef
u
lly
in
clu
d
e
to
p
ics
in
c
u
ltu
r
al
s
tu
d
ies
an
d
h
is
to
r
ical
p
er
s
p
ec
tiv
es
in
th
e
cu
r
r
icu
lu
m
.
T
h
ey
h
o
p
e
to
p
r
o
v
id
e
p
u
p
ils
with
an
all
-
en
co
m
p
ass
in
g
u
n
d
er
s
tan
d
i
n
g
o
f
C
h
in
ese
cu
ltu
r
e
th
at
g
o
es
b
ey
o
n
d
c
o
n
v
e
n
tio
n
al
li
m
its
b
y
d
o
in
g
th
is
.
E
x
am
i
n
in
g
elem
en
ts
o
f
C
h
in
ese
cu
ltu
r
e
th
at
ar
e
s
p
ec
if
ic
to
C
h
in
a,
lik
e
its
liter
atu
r
e,
ar
t,
an
d
r
itu
als,
is
cr
u
cial
wh
en
in
teg
r
atin
g
c
u
ltu
r
al
s
tu
d
ies.
I
n
p
ar
allel,
h
is
to
r
ical
v
iewp
o
in
ts
lo
o
k
at
im
p
o
r
tan
t
o
cc
asio
n
s
,
d
ates,
an
d
f
ac
to
r
s
th
at
h
av
e
in
f
lu
en
ce
d
C
h
in
e
s
e
civ
ilizatio
n
o
v
er
tim
e.
“
We
fo
llo
w
Dep
E
d
a
ls
o
.
We
a
ll
h
a
ve
th
is
B
u
w
a
n
n
g
Wika
,
a
n
d
th
is
C
h
in
ito
-
C
h
in
ita
.
Th
ey
a
ls
o
w
ea
r
th
eir
C
h
eo
n
g
s
a
m;
F
o
r
F
ilip
in
o
s
a
y
F
ilip
in
o
d
in
n
a
co
s
tu
me.
A
n
d
it
’
s
s
o
n
ice.
We
r
ea
lly
th
a
n
k
Go
d
,
b
ec
a
u
s
e
o
f
th
ese
mixe
d
cu
ltu
r
es
th
a
t
th
ey
h
a
ve
,
th
ey
d
o
n
’
t
s
a
y,
yo
u
’
r
e
a
F
ilip
in
o
,
I
’
m
a
C
h
in
ese.
Th
ere
’
s
n
o
s
u
ch
th
i
n
g
like
th
a
t
h
ere.
”
(
P5
)
“
Th
ey
a
r
e
ju
s
t
s
tu
d
en
ts
.
On
ce
in
s
id
e
th
e
cla
s
s
r
o
o
m,
it
d
o
esn
’
t
ma
tter
if
th
ey
a
r
e
F
ilip
in
o
s
o
r
C
h
in
ese.
A
s
a
tea
c
h
er
,
I
s
ee
to
it
th
a
t
th
ere
is
a
b
a
l
a
n
ce
o
f
cu
ltu
r
a
l
in
teg
r
a
tio
n
in
my
cla
s
s
w
ith
F
ilip
in
o
a
n
d
C
h
in
ese
cu
ltu
r
es.
”
(
P2
)
T
h
is
all
-
en
co
m
p
ass
in
g
ap
p
r
o
a
ch
d
ev
elo
p
s
a
g
r
ea
te
r
r
eg
ar
d
a
n
d
ap
p
r
ec
iatio
n
f
o
r
d
iv
er
s
ity
i
n
ad
d
itio
n
to
en
h
an
cin
g
s
tu
d
e
n
ts
’
k
n
o
wl
ed
g
e.
I
t
en
ab
les
s
tu
d
en
ts
to
m
ak
e
th
e
co
n
n
ec
tio
n
b
etwe
en
ab
s
tr
ac
t
id
ea
s
an
d
p
r
ac
tical
ap
p
licatio
n
s
,
illu
s
tr
atin
g
h
o
w
C
h
in
ese
cu
ltu
r
e
af
f
ec
ts
an
d
im
p
ac
ts
a
wid
e
r
an
g
e
o
f
ac
ad
em
ic
f
ield
s
.
Ad
d
itio
n
ally
,
i
n
teg
r
atin
g
h
is
to
r
ical
an
d
cu
ltu
r
al
v
iewp
o
i
n
ts
in
to
less
o
n
s
en
c
o
u
r
ag
es
s
tu
d
en
ts
to
th
in
k
cr
itically
an
d
em
p
ath
ize
with
o
th
er
s
.
T
h
ey
p
ick
u
p
th
e
a
b
ilit
y
to
ev
alu
ate
o
th
er
p
o
in
ts
o
f
v
iew
a
n
d
u
n
d
er
s
tan
d
th
e
in
tr
icac
y
o
f
cr
o
s
s
-
cu
ltu
r
al
r
elatio
n
s
h
ip
s
in
a
g
lo
b
al
s
ettin
g
.
I
n
th
e
en
d
,
th
is
teac
h
in
g
m
eth
o
d
eq
u
ip
s
s
tu
d
e
n
ts
to
s
u
cc
ess
f
u
lly
n
av
ig
ate
an
d
p
ar
t
icip
ate
in
an
in
cr
ea
s
in
g
l
y
in
ter
co
n
n
ec
ted
s
o
ciety
.
3
.
3
.
L
a
ng
ua
g
e
imm
er
s
io
n str
a
t
eg
ies
L
an
g
u
ag
e
im
m
e
r
s
io
n
is
a
c
o
m
p
r
eh
e
n
s
iv
e
ed
u
ca
tio
n
al
ap
p
r
o
ac
h
th
at
p
r
o
v
id
es
E
n
g
lis
h
lan
g
u
ag
e
lear
n
er
s
with
th
e
n
ec
ess
ar
y
s
k
ills
to
b
ec
o
m
e
n
atu
r
ally
an
d
s
o
cially
co
m
p
ete
n
t
co
m
m
u
n
i
ca
to
r
s
[
1
2
]
.
At
th
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
E
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&
R
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d
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c
I
SS
N:
2252
-
8
8
2
2
C
u
ltu
r
e
-
b
a
s
ed
tea
ch
in
g
p
r
a
ctice
s
o
f te
a
ch
ers
in
a
P
h
ilip
p
i
n
e
-
C
h
in
ese
… (
R
eme
d
io
s
C
.
B
a
c
u
s
)
5085
co
r
e
o
f
th
is
ap
p
r
o
ac
h
ar
e
lan
g
u
ag
e
im
m
er
s
io
n
s
tr
ateg
ies
f
o
c
u
s
ed
o
n
im
m
er
s
in
g
s
tu
d
e
n
ts
in
a
tar
g
et
lan
g
u
a
g
e
en
v
ir
o
n
m
en
t
to
ac
co
m
m
o
d
at
e
b
ilin
g
u
al
teac
h
in
g
an
d
b
o
o
s
t
f
lu
en
cy
an
d
cu
ltu
r
al
ap
p
r
ec
iatio
n
[
8
]
,
[
1
2
]
.
T
h
e
im
m
er
s
io
n
s
tr
ateg
ies
ar
e
d
esig
n
ed
to
r
ep
licate
th
e
n
atu
r
al
lan
g
u
ag
e
ac
q
u
is
itio
n
p
r
o
c
ess
,
wh
er
e
s
tu
d
en
ts
ar
e
ex
p
o
s
ed
t
o
th
e
lan
g
u
ag
e
in
v
ar
io
u
s
co
n
tex
ts
an
d
d
iv
er
s
e
s
ettin
g
s
,
en
co
u
r
ag
in
g
th
em
to
ac
tiv
ely
an
d
m
ea
n
in
g
f
u
lly
u
s
e
th
e
lan
g
u
ag
e.
I
t
also
in
f
lu
en
ce
d
th
e
teac
h
er
s
to
p
u
t
a
p
r
em
iu
m
o
n
p
ed
a
g
o
g
ical
ad
a
p
tatio
n
an
d
in
n
o
v
atio
n
,
h
o
lis
tic
lan
g
u
ag
e
p
r
ac
tices,
an
d
s
o
cial
an
d
c
u
ltu
r
al
in
teg
r
atio
n
.
3
.
3
.
1
.
P
eda
g
o
g
ica
l a
da
pta
t
io
n a
nd
inn
o
v
a
t
io
n
L
an
g
u
ag
e
i
m
m
er
s
io
n
s
tr
ateg
ies
s
ig
n
if
ican
tly
s
h
ap
e
th
e
p
ed
ag
o
g
ical
p
r
ac
tices
o
f
te
ac
h
er
s
b
y
em
p
h
asizin
g
p
r
ac
tical
lan
g
u
a
g
e
u
s
e
with
in
a
cu
ltu
r
al
co
n
t
ex
t.
I
n
th
e
s
tu
d
y
o
f
Fil
ip
in
o
t
ea
ch
er
s
in
C
h
in
ese
s
ch
o
o
ls
,
th
ese
s
tr
ateg
ies
in
v
o
lv
e
im
p
lem
en
tin
g
tech
n
i
q
u
es
th
at
m
ir
r
o
r
th
e
C
h
in
ese
lan
g
u
ag
e
lear
n
in
g
en
v
ir
o
n
m
en
t.
Fo
r
in
s
tan
ce
,
tea
ch
er
p
ar
ticip
a
n
ts
m
en
tio
n
ed
th
at
:
“
F
o
r
ex
a
mp
le,
in
a
n
E
n
g
lis
h
s
itu
a
tio
n
,
w
e
u
s
e
r
ea
l
-
life
s
itu
a
tio
n
s
in
o
u
r
p
erfo
r
ma
n
ce
t
a
s
k,
o
r
in
o
u
r
w
o
r
d
p
r
o
b
lems,
w
e
u
s
u
a
lly
u
s
e
r
ea
l
-
life sit
u
a
tio
n
s
w
h
er
e
kid
s
ca
n
r
ela
te.
”
(
P6
)
“
A
lw
a
ys
in
clu
d
e
in
th
e
a
ctivit
ies
h
a
n
d
s
-
o
n
le
a
r
n
in
g
.
My
s
tr
a
teg
y
is
mo
r
e
o
n
a
s
kin
g
t
h
e
s
tu
d
en
ts
to
b
e
en
g
a
g
e
d
in
th
e
le
a
r
n
in
g
s
o
mo
r
e
o
n
s
tu
d
en
ts
’
a
ctivities a
n
d
less
o
f te
a
ch
er ta
lk.
”
(
P8
)
“
Ma
n
ip
u
la
tives a
n
d
g
a
mes.
Th
ey
like
g
a
mes a
n
d
g
r
o
u
p
a
ctivities
.
”
(
P2
)
“
A
ctio
n
s
o
n
g
s
a
n
d
p
ictu
r
es a
r
e
u
s
ed
to
in
tr
o
d
u
ce
vo
ca
b
u
la
r
y,
w
h
ich
is
h
elp
fu
l fo
r
s
tu
d
en
ts
.
”
(
P9
)
Mo
r
eo
v
er
,
tech
n
i
q
u
es
lik
e
t
o
tal
p
h
y
s
ical
r
esp
o
n
s
e
(
T
PR
)
an
d
g
am
e
-
b
ased
lear
n
in
g
ar
e
als
o
u
tili
ze
d
,
wh
er
e
s
tu
d
en
ts
en
g
ag
e
in
p
h
y
s
ical
ac
tiv
itie
s
to
lear
n
an
d
p
r
ac
tice
th
e
lan
g
u
ag
e,
m
ak
i
n
g
t
h
e
lear
n
in
g
p
r
o
ce
s
s
m
o
r
e
d
y
n
am
ic
an
d
in
ter
ac
tiv
e
.
T
h
ese
s
tr
ateg
ies
ar
e
u
n
d
er
p
in
n
ed
b
y
th
e
id
ea
th
at
lear
n
in
g
is
m
o
r
e
ef
f
ec
tiv
e
wh
en
s
tu
d
en
ts
ar
e
ac
tiv
ely
in
v
o
lv
ed
a
n
d
en
j
o
y
in
g
t
h
e
p
r
o
c
ess
[
1
4
]
,
[
1
5
]
.
T
h
e
y
b
o
th
s
tr
iv
e
to
cr
ea
te
a
m
o
r
e
en
g
ag
in
g
an
d
e
f
f
ec
tiv
e
lear
n
i
n
g
ex
p
e
r
ien
ce
.
I
t
is
m
o
s
t
ef
f
e
ctiv
e
f
o
r
b
e
g
in
n
er
s
an
d
y
o
u
n
g
lear
n
er
s
b
u
t
ca
n
b
e
m
o
d
if
ied
f
o
r
all
ag
es a
n
d
lev
el
s
.
I
n
lan
g
u
ag
e
im
m
e
r
s
io
n
,
th
e
s
elec
tio
n
an
d
u
tili
za
tio
n
o
f
lear
n
in
g
m
ater
ials
an
d
r
eso
u
r
ce
s
p
lay
a
cr
itical
r
o
le.
T
h
e
s
ig
n
if
ican
ce
o
f
s
h
ap
in
g
lear
n
er
s
’
ex
p
er
ien
ce
s
,
em
p
h
asizin
g
th
e
im
p
o
r
tan
ce
o
f
c
u
ltu
r
al
p
er
s
p
ec
tiv
es
an
d
o
v
er
co
m
i
n
g
lan
g
u
a
g
e
o
r
s
em
an
tic
b
a
r
r
ie
r
s
in
c
o
m
m
u
n
icatio
n
was
also
h
ig
h
lig
h
ted
[1
6
]
.
B
y
cu
r
atin
g
m
ater
ials
th
at
r
eso
n
ate
with
lear
n
er
s
’
cu
ltu
r
a
l
b
ac
k
g
r
o
u
n
d
s
,
ed
u
ca
to
r
s
ca
n
f
o
s
ter
a
s
tr
o
n
g
er
co
n
n
ec
tio
n
b
etwe
en
th
e
c
o
n
te
n
t
an
d
s
tu
d
en
ts
’
r
ea
l
-
life
ex
p
er
ien
ce
s
[
1
7
]
.
T
h
is
im
m
er
s
iv
e
ap
p
r
o
ac
h
en
s
u
r
es
th
at
lan
g
u
ag
e
lear
n
in
g
is
n
o
t
j
u
s
t
th
eo
r
etica
l
b
u
t
in
te
g
r
ated
i
n
to
ev
er
y
d
ay
class
r
o
o
m
ac
tiv
it
ies,
m
ak
in
g
it
m
o
r
e
ef
f
ec
tiv
e
an
d
en
g
a
g
in
g
f
o
r
s
tu
d
en
ts
.
3
.
3
.
2
.
H
o
lis
t
ic
la
ng
ua
g
e
pra
c
t
ices
Ad
o
p
tin
g
lan
g
u
a
g
e
im
m
e
r
s
io
n
s
tr
ateg
ies
h
as
en
h
a
n
ce
d
lan
g
u
ag
e
p
r
ac
tices
b
y
in
cr
ea
s
in
g
s
tu
d
en
ts
’
ex
p
o
s
u
r
e
to
an
d
f
l
u
en
cy
in
b
o
th
E
n
g
lis
h
an
d
C
h
in
ese
[
1
7
]
.
C
r
ea
tin
g
a
n
im
m
er
s
iv
e
lea
r
n
in
g
en
v
ir
o
n
m
en
t
en
co
u
r
a
g
es st
u
d
en
ts
to
u
s
e
th
e
tar
g
et
lan
g
u
a
g
e
in
v
ar
io
u
s
co
n
tex
ts
,
p
r
o
m
o
tin
g
lin
g
u
is
tic
p
r
o
f
icien
cy
[
1
8
]
.
T
h
is
ap
p
r
o
ac
h
o
f
ten
in
v
o
lv
es
d
if
f
er
en
tiatin
g
b
etwe
en
C
h
in
ese
an
d
E
n
g
lis
h
class
es
to
m
ain
tain
f
o
cu
s
ed
im
m
er
s
io
n
ex
p
er
ien
ce
s
.
“
E
ve
n
w
ith
th
e
s
tu
d
en
ts
,
th
e
r
ea
s
o
n
w
h
y
th
ey
a
r
e
h
ere
i
s
to
b
e
eme
r
s
ed
in
a
n
E
n
g
lis
h
-
s
p
ea
kin
g
co
mmu
n
ity
s
o
th
ey
a
r
e
tr
yin
g
t
h
eir b
est to
co
mmu
n
ica
te
in
E
n
g
lis
h
.
”
(
P3
)
“
Wh
en
I
s
ee
my
s
tu
d
en
ts
ev
e
n
if
th
ey
a
r
e
a
ll
C
h
in
ese
th
e
y
s
p
ea
k
in
E
n
g
lis
h
b
ec
a
u
s
e
it
is
o
u
r
med
iu
m
o
f in
s
tr
u
ctio
n
.
”
(
P8
)
“
Th
e
s
ch
o
o
l e
n
co
u
r
a
g
es st
u
d
e
n
ts
to
s
p
ea
k
E
n
g
lis
h
,
a
n
d
mea
s
u
r
es a
r
e
ta
ke
n
to
d
is
co
u
r
a
g
e
th
e
u
s
e
o
f d
ia
lects,
s
u
ch
a
s
fin
es.
”
(
P1
2
)
“
Th
e
u
s
e
o
f
th
e
E
n
g
lis
h
la
n
g
u
a
g
e,
b
e
n
efits
b
o
th
w
a
ys
fo
r
th
e
tea
ch
er
a
n
d
th
e
s
tu
d
en
ts
b
ec
a
u
s
e
if
th
ey
ca
n
n
o
t sp
ea
k
E
n
g
lis
h
,
th
e
y
r
ea
lly
h
a
ve
,
th
ey
a
r
e
fo
r
ce
d
.
”
(
P4
)
I
m
m
er
s
io
n
s
tr
ateg
ies
in
v
o
lv
e
s
u
r
r
o
u
n
d
in
g
lear
n
er
s
with
th
e
t
ar
g
et
lan
g
u
ag
e
in
v
ar
io
u
s
c
o
n
t
ex
ts
,
f
r
o
m
class
r
o
o
m
in
s
tr
u
ctio
n
to
ev
e
r
y
d
ay
c
o
n
v
e
r
s
atio
n
s
.
T
h
is
co
n
s
tan
t
ex
p
o
s
u
r
e
h
elp
s
lear
n
er
s
to
ab
s
o
r
b
t
h
e
lan
g
u
ag
e
p
ass
iv
ely
,
ju
s
t
as
th
ey
wo
u
ld
th
eir
n
ativ
e
lan
g
u
a
g
e
.
T
h
is
is
s
u
p
p
o
r
ted
b
y
t
h
e
s
h
ar
in
g
o
f
th
e
teac
h
e
r
-
p
ar
ticip
an
ts
.
“
We
en
co
u
r
a
g
e
th
em
to
s
p
ea
k
E
n
g
lis
h
.
I
r
ea
lly
en
co
u
r
a
g
e
th
em.
I
let
th
em
s
p
ea
k
ev
en
if
th
ey
ca
n
n
o
t
s
p
ea
k
flu
e
n
tly
b
ec
a
u
s
e
my
C
h
in
ese
s
tu
d
en
ts
o
f
min
e
a
r
e
r
ea
lly
a
ctive
a
n
d
th
ey
r
ea
lly
w
a
n
t
to
a
n
s
w
er,
ev
en
if it
’
s
h
a
r
d
fo
r
th
em
to
s
p
ea
k,
I
let
th
em
s
p
ea
k
in
E
n
g
lis
h
.
”
(
P2
)
“
S
tu
d
en
ts
a
r
e
en
co
u
r
a
g
e
d
to
s
p
ea
k
C
h
in
ese
d
u
r
in
g
C
h
in
ese
cla
s
s
es
a
n
d
E
n
g
lis
h
d
u
r
in
g
E
n
g
lis
h
cla
s
s
es to
imp
r
o
ve
th
eir la
n
g
u
a
g
e
s
kills
.
”
(
P9
)
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
6
,
Dec
em
b
er
20
25
:
5
0
8
0
-
5
0
9
3
5086
L
an
g
u
ag
e
im
m
er
s
io
n
p
r
o
g
r
a
m
s
h
av
e
b
ee
n
f
o
u
n
d
to
p
r
o
v
i
d
e
s
u
b
s
tan
tial
lan
g
u
ag
e
lea
r
n
i
n
g
b
en
e
f
its
f
o
r
f
ir
s
t
-
tim
e
s
tu
d
en
ts
.
T
h
e
i
m
m
er
s
iv
e
en
v
ir
o
n
m
en
t
“
f
o
r
c
es
”
s
tu
d
en
ts
to
en
g
ag
e
with
th
e
lan
g
u
ag
e
d
aily
,
r
ath
er
th
an
th
e
lim
ited
ex
p
o
s
u
r
e
th
ey
m
ay
r
e
ce
iv
e
in
a
tr
ad
itio
n
al
class
r
o
o
m
s
ettin
g
[
1
9
]
.
T
h
e
ef
f
ec
ts
o
f
im
m
er
s
io
n
p
r
o
g
r
a
m
s
an
d
s
tr
at
eg
ies
ap
p
ea
r
t
o
b
e
s
im
ilar
ac
r
o
s
s
s
tu
d
en
t
g
r
o
u
p
s
,
b
e
n
ef
itin
g
b
o
th
n
ativ
e
E
n
g
lis
h
s
p
ea
k
er
s
an
d
th
o
s
e
f
r
o
m
o
th
e
r
lan
g
u
ag
e
b
ac
k
g
r
o
u
n
d
s
eq
u
al
ly
[
1
1
]
.
Ultim
ately
,
th
e
f
in
d
in
g
s
o
f
th
is
r
esear
ch
s
u
p
p
o
r
ted
b
y
liter
atu
r
e
s
u
g
g
e
s
t
th
at
lan
g
u
ag
e
im
m
er
s
io
n
s
tr
ateg
ies,
wh
eth
er
s
h
o
r
t
-
ter
m
o
r
lo
n
g
-
ter
m
,
ca
n
s
ig
n
if
ican
tly
en
h
a
n
ce
lan
g
u
ag
e
p
r
ac
tices a
n
d
p
r
o
f
icien
c
y
f
o
r
s
tu
d
en
ts
lear
n
in
g
b
o
th
E
n
g
lis
h
an
d
C
h
in
ese.
3
.
3
.
3
.
So
cia
l a
nd
cult
ura
l int
eg
ra
t
io
n
L
an
g
u
ag
e
im
m
er
s
io
n
s
tr
ateg
i
es
h
av
e
a
p
r
o
f
o
u
n
d
im
p
ac
t
o
n
s
o
cial
in
ter
ac
tio
n
am
o
n
g
s
tu
d
en
ts
[
20
]
.
B
y
p
r
o
m
o
ti
n
g
lan
g
u
ag
e
ex
ch
a
n
g
e
an
d
cu
ltu
r
al
s
h
ar
in
g
,
th
es
e
s
tr
ateg
ies
en
h
an
ce
s
o
cial
c
o
h
esio
n
an
d
m
u
tu
al
u
n
d
er
s
tan
d
i
n
g
.
I
n
th
e
c
o
n
tex
t
o
f
Fil
ip
in
o
teac
h
er
s
in
C
h
in
ese
s
ch
o
o
ls
,
s
tu
d
en
ts
ar
e
en
c
o
u
r
ag
ed
to
e
n
g
ag
e
i
n
cu
ltu
r
al
an
d
lin
g
u
is
tic
ex
ch
a
n
g
es,
wh
ich
h
elp
b
u
ild
a
s
en
s
e
o
f
c
o
m
m
u
n
ity
a
n
d
m
u
tu
al
r
esp
ec
t
[
20
]
,
[
2
1
]
.
T
h
e
im
m
er
s
iv
e
n
atu
r
e
o
f
t
h
e
l
an
g
u
ag
e
p
r
o
g
r
am
s
allo
ws
s
tu
d
en
ts
to
in
ter
ac
t
with
ea
c
h
o
t
h
e
r
an
d
th
eir
teac
h
er
s
in
th
e
tar
g
et
lan
g
u
ag
e
,
f
o
s
ter
in
g
an
en
v
ir
o
n
m
en
t o
f
co
llab
o
r
a
tio
n
an
d
c
u
ltu
r
al
ap
p
r
ec
iatio
n
[
8
].
“
We
’
r
e
a
ls
o
ca
r
efu
l
o
f
h
o
w
w
e
s
p
ea
k
b
ec
a
u
s
e
mo
s
t
o
f
th
e
s
tu
d
en
ts
a
r
e
ve
r
y
s
en
s
itive.
F
o
r
th
em,
w
e
a
r
e
like
ma
kin
g
fu
n
o
f t
h
eir cu
ltu
r
e.
”
(
P2
)
“
Tea
ch
ers
w
h
o
ca
n
s
p
ea
k
a
n
d
u
n
d
ers
ta
n
d
C
h
in
ese
h
elp
o
th
e
r
tea
ch
ers
.
”
(
P5
)
“
I
o
b
s
erved
C
h
in
ese
s
tu
d
e
n
ts
a
n
d
te
a
ch
ers
h
a
ve
th
is
r
esp
ec
t
fo
r
th
e
F
ilip
in
o
s
-
cu
ltu
r
e,
ev
en
th
e
fo
o
d
a
n
d
a
ctivities.
Th
e
s
a
me
is
tr
u
e
w
ith
th
e
F
ilip
in
o
s
.
Th
ey
r
ea
lly
esta
b
lis
h
ed
fr
ien
d
s
h
ip
s
a
n
d
a
r
e
lea
r
n
in
g
fr
o
m
ea
ch
o
th
er.
”
(
P9
)
“
C
h
in
ese
s
tu
d
en
ts
,
esp
ec
ia
lly
th
a
t
w
e
a
r
e
in
a
C
h
r
i
s
tia
n
s
ch
o
o
l,
a
p
p
r
ec
ia
te
a
C
h
r
is
t
-
ce
n
tered
ed
u
ca
tio
n
w
ith
va
lu
es in
teg
r
a
ted
in
to
less
o
n
s
.
”
(
P1
1
)
T
h
is
in
ter
ac
tio
n
n
o
t
o
n
l
y
i
m
p
r
o
v
es
lan
g
u
a
g
e
s
k
ills
b
u
t
also
h
elp
s
s
tu
d
en
ts
d
e
v
elo
p
a
d
ee
p
er
u
n
d
er
s
tan
d
i
n
g
an
d
a
p
p
r
ec
iat
io
n
o
f
d
if
f
er
en
t
cu
ltu
r
es,
p
r
o
m
o
tin
g
g
lo
b
al
awa
r
en
ess
an
d
in
ter
cu
ltu
r
al
co
m
p
eten
ce
[
2
1
]
,
[
2
2
]
.
L
a
n
g
u
ag
e
lear
n
er
s
co
r
r
esp
o
n
d
m
o
r
e
to
t
h
e
lan
g
u
ag
e
th
at
p
lay
s
th
e
r
o
le
o
f
s
o
cial
ch
an
g
e,
as
th
ey
ar
e
m
o
r
e
awa
r
e
o
f
f
u
tu
r
e
n
ee
d
s
an
d
d
e
m
an
d
s
n
ee
d
ed
to
en
h
an
ce
th
ei
r
s
o
cial
s
tatu
s
an
d
g
u
ar
an
tee
a
s
u
cc
ess
f
u
l
f
u
t
u
r
e.
B
ein
g
an
in
te
r
cu
ltu
r
al
s
p
ea
k
er
h
as
b
ec
o
m
e
a
n
ec
ess
ity
in
g
lo
b
al
co
m
m
u
n
icatio
n
,
an
d
m
u
lticu
lt
u
r
al
class
es
h
av
e
a
p
o
s
itiv
e
im
p
ac
t
o
n
in
te
r
cu
ltu
r
al
lear
n
in
g
[
2
2
]
.
Stu
d
e
n
ts
f
r
o
m
v
ar
io
u
s
cu
ltu
r
al
b
ac
k
g
r
o
u
n
d
s
co
m
e
to
g
et
h
er
to
lear
n
E
n
g
l
is
h
,
wh
ich
allo
ws
th
em
to
d
e
v
elo
p
in
ter
c
u
ltu
r
al
awa
r
en
ess
.
I
n
ess
en
ce
,
th
ese
f
in
d
in
g
s
u
n
d
er
s
co
r
e
th
e
tr
a
n
s
f
o
r
m
ativ
e
r
o
le
o
f
lan
g
u
a
g
e
im
m
er
s
io
n
s
tr
ateg
ies
in
p
r
ep
ar
in
g
s
tu
d
en
ts
f
o
r
a
g
lo
b
alize
d
wo
r
ld
,
wh
e
r
e
u
n
d
er
s
tan
d
i
n
g
an
d
ap
p
r
ec
iatin
g
d
iv
e
r
s
e
cu
ltu
r
es a
r
e
ess
en
tial
f
o
r
ef
f
ec
tiv
e
co
m
m
u
n
icatio
n
a
n
d
co
o
p
er
atio
n
.
3
.
4
.
T
ec
hn
o
lo
g
y
in
la
ng
ua
g
e
educa
t
io
n
T
ea
ch
er
s
n
ee
d
o
n
g
o
in
g
s
u
p
p
o
r
t
an
d
r
eso
u
r
ce
s
in
u
tili
zin
g
I
C
T
in
teac
h
in
g
[
2
3
]
.
I
n
th
e
co
n
tex
t
o
f
Fil
ip
in
o
teac
h
er
s
wo
r
k
i
n
g
in
C
h
in
ese
s
ch
o
o
ls
,
th
e
in
te
g
r
atio
n
o
f
tech
n
o
lo
g
ical
to
o
ls
h
as
s
ig
n
if
ican
tly
tr
an
s
f
o
r
m
ed
p
ed
a
g
o
g
ical
p
r
ac
t
ices,
lan
g
u
ag
e
ac
q
u
is
itio
n
s
tr
a
teg
ies,
an
d
s
o
cial
in
ter
ac
tio
n
s
with
in
ed
u
ca
tio
n
al
s
ettin
g
s
.
T
h
is
in
teg
r
atio
n
en
h
an
ce
s
th
e
ef
f
ec
tiv
en
ess
o
f
la
n
g
u
ag
e
in
s
tr
u
ctio
n
wh
ile
p
r
o
m
p
tin
g
teac
h
er
s
to
ad
o
p
t
tech
n
o
lo
g
y
-
au
g
m
en
ted
p
ed
ag
o
g
ical
p
r
ac
tices,
au
to
n
o
m
o
u
s
lan
g
u
a
g
e
lear
n
in
g
,
an
d
f
ac
ilit
atin
g
s
o
cial
in
ter
ac
tio
n
.
3
.
4
.
1
.
T
ec
hn
o
lo
g
y
-
a
ug
m
ent
e
d peda
g
o
g
ica
l pra
ct
ices
T
h
e
in
teg
r
atio
n
o
f
tech
n
o
lo
g
y
in
to
lan
g
u
ag
e
ed
u
ca
tio
n
h
as
r
e
v
o
lu
tio
n
ized
p
ed
ag
o
g
ical
ap
p
r
o
ac
h
es
in
Fil
ip
in
o
class
r
o
o
m
s
[
2
4
]
,
[
2
5
]
.
I
n
co
r
p
o
r
atin
g
to
o
ls
s
u
ch
as
tr
an
s
latio
n
ap
p
s
,
o
n
lin
e
lan
g
u
ag
e
p
latf
o
r
m
s
,
an
d
in
ter
ac
tiv
e
d
ig
ital
r
eso
u
r
ce
s
h
as
en
ab
led
teac
h
er
s
to
c
r
ea
te
m
o
r
e
d
y
n
am
ic
an
d
en
g
ag
in
g
less
o
n
s
[
2
6
]
,
[
2
7
]
.
T
h
ese
tech
n
o
l
o
g
ical
a
d
v
an
ce
m
en
ts
ca
ter
to
d
i
v
er
s
e
lear
n
i
n
g
s
ty
les
an
d
p
r
o
m
o
te
ac
tiv
e
s
tu
d
en
t
p
ar
ticip
atio
n
b
y
o
f
f
er
in
g
m
u
ltime
d
ia
co
n
ten
t,
in
ter
ac
tiv
e
ex
er
cises
,
an
d
im
m
ed
iate
f
ee
d
b
ac
k
m
ec
h
a
n
is
m
s
[
2
8
].
“
A
ctu
a
lly,
th
e
u
s
e
o
f
tech
n
o
lo
g
y,
esp
ec
ia
lly
w
ith
my
s
tu
d
en
t
s
I
n
o
ticed
th
ey
a
r
e
ve
r
y
en
g
a
g
ed
.
My
s
tu
d
en
ts
a
r
e
ve
r
y
p
r
o
ficien
t in
th
e
u
s
e
o
f d
iffer
en
t a
p
p
s
.
”
(
P7
)
“
Th
e
kid
s
,
b
ec
a
u
s
e
o
f
th
e
g
a
d
g
ets,
th
ey
’
r
e
ve
r
y
g
o
o
d
a
ls
o
.
I
f
th
ey
ca
n
’
t
u
n
d
ers
ta
n
d
,
th
ey
a
ls
o
u
s
e
th
eir…
d
ictio
n
a
r
y,
a
h
h
C
h
in
e
s
e
a
p
p
th
a
t
w
h
en
th
e
tea
ch
er
tea
ch
es,
if
th
ey
c
a
n
n
o
t
u
n
d
e
r
s
ta
n
d
,
th
ey
ca
n
u
s
e
th
eir g
a
d
g
et
o
n
ly
fo
r
th
em.
”
(
P2
)
“
Th
is
ye
a
r
w
e
h
a
ve
o
n
e
fr
o
m
C
h
in
a
.
C
a
me
fr
o
m
C
h
in
a
a
n
d
s
h
e
d
o
esn
’
t
r
ea
lly
u
n
d
ers
ta
n
d
E
n
g
lis
h
.
Th
e
s
ea
tma
te
is
h
el
p
in
g
h
er
w
h
en
I
d
is
cu
s
s
,
s
h
e
a
ls
o
h
a
s
a
tr
a
n
s
la
to
r
d
ev
ice
s
o
I
a
llo
w
ed
h
er.
”
(
P8
)
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
C
u
ltu
r
e
-
b
a
s
ed
tea
ch
in
g
p
r
a
ctice
s
o
f te
a
ch
ers
in
a
P
h
ilip
p
i
n
e
-
C
h
in
ese
… (
R
eme
d
io
s
C
.
B
a
c
u
s
)
5087
T
h
e
ad
o
p
tio
n
o
f
d
ig
ital
to
o
l
s
alig
n
s
with
in
n
o
v
ativ
e
ed
u
ca
tio
n
al
p
r
ac
tices
o
b
s
er
v
ed
in
C
h
in
ese
s
ch
o
o
ls
,
wh
er
e
tech
n
o
lo
g
y
is
u
s
ed
to
en
h
an
ce
teac
h
in
g
ef
f
e
ctiv
en
ess
an
d
s
tu
d
en
t
en
g
ag
e
m
en
t.
T
h
is
ap
p
r
o
ac
h
n
o
t
o
n
ly
en
r
ich
es
lan
g
u
ag
e
in
s
tr
u
ctio
n
b
u
t
also
f
o
s
ter
s
a
co
llab
o
r
ativ
e
lear
n
in
g
e
n
v
ir
o
n
m
en
t
wh
er
e
s
tu
d
en
ts
ca
n
ex
p
l
o
r
e
lan
g
u
ag
e
co
n
ce
p
ts
in
in
ter
ac
tiv
e
an
d
m
ea
n
in
g
f
u
l
way
s
.
I
n
c
r
ea
s
ed
u
s
ag
e
o
f
t
ec
h
n
o
lo
g
y
p
r
o
v
i
d
es
o
p
p
o
r
tu
n
ities
f
o
r
m
u
ltip
le
lear
n
in
g
s
ty
les,
an
d
m
u
ltip
le
m
o
d
es
o
f
co
m
m
u
n
icatio
n
,
in
ter
ac
tio
n
,
an
d
u
n
d
er
s
tan
d
i
n
g
.
R
esear
ch
r
e
v
e
als
th
at
s
tu
d
en
ts
ex
p
o
s
ed
t
o
m
u
ltime
d
ia
m
ater
ials
ar
e
m
o
r
e
ap
t
to
s
to
p
,
r
ef
lect,
an
d
ed
it
th
eir
m
ater
ials
[
2
9
]
,
[
30
]
.
I
n
n
o
v
ativ
e
d
ig
ital
d
ev
ic
es
an
d
p
latf
o
r
m
s
ar
e
en
h
an
ci
n
g
f
o
r
eig
n
lan
g
u
ag
e
teac
h
in
g
an
d
lear
n
in
g
i
n
class
r
o
o
m
s
as
well
as
cr
ea
tin
g
n
ew
s
p
ac
es
in
s
id
e
an
d
o
u
ts
id
e
o
f
t
h
e
class
r
o
o
m
.
I
n
lan
g
u
ag
e
ed
u
ca
tio
n
,
f
o
r
eig
n
lan
g
u
ag
e
teac
h
er
s
m
u
s
t
i
n
teg
r
ate
d
ig
ital
t
o
o
ls
th
at
e
n
h
an
c
e
s
tu
d
en
ts
’
lear
n
i
n
g
ex
p
er
ien
ce
s
an
d
ex
p
an
d
th
eir
tech
n
o
lo
g
ical
i
n
f
r
astru
ctu
r
e.
E
d
u
ca
to
r
s
n
ee
d
to
d
ev
elo
p
s
p
ec
ialized
k
n
o
wled
g
e,
s
k
ills
,
an
d
a
p
o
s
itiv
e
attitu
d
e
to
war
d
u
s
in
g
d
ig
ital
m
ed
ia
to
b
ec
o
m
e
m
o
r
e
c
o
m
p
eten
t
a
n
d
d
ig
itally
liter
ate
in
th
eir
teac
h
in
g
p
r
ac
tices.
3
.
4
.
2
.
Aut
o
no
mo
us
la
ng
ua
g
e
lea
rning
T
ec
h
n
o
lo
g
y
h
as
r
ev
o
lu
tio
n
ize
d
th
e
f
ield
o
f
la
n
g
u
a
g
e
ed
u
ca
tio
n
,
ex
p
an
d
i
n
g
ac
ce
s
s
to
r
es
o
u
r
ce
s
an
d
p
r
o
m
o
tin
g
a
u
to
n
o
m
o
u
s
lear
n
i
n
g
f
o
r
s
tu
d
en
ts
[
3
1
]
,
[
3
2
]
.
B
y
p
r
o
v
id
i
n
g
a
wid
e
r
an
g
e
o
f
o
n
lin
e
m
ater
ials
,
d
i
g
ital
lib
r
ar
ies,
an
d
ed
u
ca
tio
n
al
s
o
f
twar
e,
tech
n
o
lo
g
y
s
u
p
p
lem
en
ts
tr
ad
itio
n
al
tex
t
b
o
o
k
s
an
d
en
h
an
ce
s
lear
n
in
g
o
u
tco
m
es
[
3
3
]
.
A
u
to
n
o
m
o
u
s
an
d
s
elf
-
d
i
r
ec
ted
lan
g
u
ag
e
lear
n
in
g
h
as
also
b
ee
n
g
r
e
atly
in
f
lu
en
ce
d
b
y
tech
n
o
lo
g
ical
d
ev
elo
p
m
en
t,
a
llo
win
g
s
tu
d
en
ts
to
c
o
n
tr
o
l
t
h
eir
lear
n
in
g
p
r
o
ce
s
s
with
g
r
ea
ter
f
lex
ib
ilit
y
an
d
ac
ce
s
s
th
an
ev
er
b
ef
o
r
e.
W
ith
th
e
u
s
e
o
f
AI
-
b
ased
p
latf
o
r
m
s
,
e
-
lib
r
ar
ies,
a
n
d
in
te
r
ac
tiv
e
ap
p
licatio
n
s
,
lear
n
er
s
ca
n
ac
ce
s
s
r
ea
l
-
life
lan
g
u
a
g
e
m
ater
ials
ad
ju
s
ted
to
th
eir
p
r
o
f
icien
cy
lev
els an
d
p
e
r
s
o
n
al
lea
r
n
in
g
s
ty
les.
“
We
tea
ch
t
h
r
o
u
g
h
w
ith
tr
a
n
s
la
tio
n
to
C
h
in
ese
w
o
r
d
,
C
h
in
ese
ch
a
r
a
cters
w
ith
th
e
E
n
g
lis
h
mea
n
in
g
th
e
tr
a
n
s
la
tio
n
a
n
d
th
en
w
e
a
ls
o
s
p
ea
k
it.
A
n
d
th
e
n
w
ith
th
e
tech
n
o
lo
g
y
r
ig
h
t
n
o
w
w
e
r
ec
o
r
d
it.
Th
o
s
e
p
a
r
en
ts
w
h
o
ca
n
n
o
t
u
n
d
ers
ta
n
d
,
th
ey
w
e
w
ill
s
en
d
it
to
yo
u
th
r
o
u
g
h
mess
en
g
er.
We
ju
s
t d
o
Mes
s
en
g
er,
o
ka
y
th
is
is
th
e
w
a
y
yo
u
w
ill p
r
o
n
o
u
n
ce
it.
”
(
P6
)
As
n
ar
r
ated
b
y
P
6
,
th
ey
a
r
e
l
ev
er
ag
in
g
tech
n
o
l
o
g
y
t
o
s
u
p
p
o
r
t
d
iv
er
s
e
lear
n
e
r
s
,
u
tili
zin
g
to
o
ls
lik
e
Me
s
s
en
g
er
to
s
h
a
r
e
r
ec
o
r
d
i
n
g
s
th
at
allo
w
p
ar
en
ts
w
h
o
m
ay
n
o
t
f
u
lly
u
n
d
e
r
s
tan
d
t
h
e
lan
g
u
ag
e
to
en
g
ag
e
with
th
e
m
ater
ial.
T
h
ey
u
s
e
tr
an
s
latio
n
to
o
ls
am
o
n
g
o
th
e
r
s
to
ass
is
t
s
tu
d
en
ts
in
th
e
class
r
o
o
m
.
Fu
r
th
er
m
o
r
e,
lan
g
u
ag
e
lear
n
in
g
ap
p
s
an
d
d
ig
ital
d
ictio
n
a
r
ies
em
p
o
w
er
s
tu
d
en
ts
to
p
r
ac
tice
an
d
r
ef
in
e
t
h
eir
s
k
ills
in
d
ep
en
d
en
tly
,
f
o
s
ter
in
g
s
elf
-
d
ir
ec
ted
lear
n
in
g
a
n
d
p
er
s
o
n
al
ized
ex
p
e
r
ien
ce
s
tailo
r
ed
to
i
n
d
iv
id
u
al
n
ee
d
s
an
d
p
r
ef
er
en
ce
s
[
3
2
]
.
T
h
is
au
t
o
n
o
m
y
is
cr
u
cial
in
en
h
an
cin
g
o
v
e
r
all
lan
g
u
a
g
e
p
r
o
f
icien
cy
,
as
it
en
ab
les
lear
n
er
s
to
tak
e
an
ac
tiv
e
r
o
le
in
th
eir
d
ev
elo
p
m
en
t.
W
h
ile
th
e
in
teg
r
atio
n
o
f
tec
h
n
o
lo
g
y
in
to
lan
g
u
a
g
e
e
d
u
ca
tio
n
o
f
f
e
r
s
n
u
m
er
o
u
s
b
en
e
f
its
,
it
i
s
ess
en
tial
to
co
n
s
id
er
p
o
te
n
tial
ch
allen
g
es
[
3
3
]
.
E
d
u
ca
to
r
s
m
u
s
t
ca
r
ef
u
lly
alig
n
th
e
u
s
e
o
f
tech
n
o
lo
g
y
with
p
ed
ag
o
g
ical
g
o
als,
en
s
u
r
in
g
th
at
th
e
im
p
lem
en
tatio
n
s
er
v
es
to
en
h
an
ce
,
r
ath
er
th
an
r
ep
lace
,
th
e
r
o
le
o
f
th
e
teac
h
er
[3
4
]
,
[
3
5
]
.
Ad
d
itio
n
ally
,
it
is
cr
u
cial
to
ad
d
r
ess
p
o
ten
tial
f
ee
lin
g
s
o
f
is
o
latio
n
o
r
d
is
co
n
n
ec
tio
n
th
at
ca
n
ar
is
e
f
r
o
m
o
v
er
-
r
elian
ce
o
n
o
n
lin
e
r
eso
u
r
ce
s
an
d
d
ig
ital
to
o
l
s
,
em
p
h
asizin
g
th
e
im
p
o
r
tan
ce
o
f
m
ai
n
tain
in
g
a
lear
n
er
-
ce
n
te
r
ed
en
v
ir
o
n
m
en
t w
ith
ap
p
r
o
p
r
iate
s
ca
f
f
o
ld
in
g
an
d
f
ac
e
-
to
-
f
ac
e
in
te
r
ac
tio
n
s
.
3
.
4
.
3
.
F
a
cilit
a
t
ed
s
o
cia
l int
er
a
ct
io
n
T
ec
h
n
o
lo
g
y
h
as
b
ec
o
m
e
an
in
teg
r
al
p
ar
t
o
f
lan
g
u
a
g
e
ed
u
ca
tio
n
,
tr
an
s
f
o
r
m
in
g
th
e
wa
y
s
tu
d
en
ts
en
g
ag
e
with
an
d
lear
n
f
o
r
eig
n
lan
g
u
a
g
es.
Dig
ital
co
m
m
u
n
icatio
n
ch
an
n
els
en
ab
le
r
ea
l
-
tim
e
in
ter
ac
tio
n
an
d
co
llab
o
r
atio
n
,
allo
win
g
s
tu
d
e
n
ts
to
en
g
a
g
e
in
m
ea
n
in
g
f
u
l
d
is
cu
s
s
io
n
s
,
jo
in
t
p
r
o
jects,
an
d
cu
ltu
r
al
e
x
ch
an
g
es
[
20
]
.
I
n
th
e
co
n
tex
t
o
f
C
h
in
ese
lear
n
er
s
,
s
m
o
o
th
in
ter
ac
tio
n
with
th
eir
teac
h
er
s
an
d
p
ee
r
s
(
wh
o
ar
e
n
o
t
C
h
in
ese)
m
ay
b
e
ch
allen
g
in
g
d
u
e
to
lan
g
u
a
g
e
b
ar
r
ier
s
.
I
n
th
is
ca
s
e,
b
o
th
teac
h
er
s
an
d
s
tu
d
en
ts
r
eq
u
ir
e
ass
is
tan
ce
f
r
o
m
d
i
g
ital to
o
ls
s
p
ec
if
ically
tr
an
s
lato
r
s
.
As o
n
e
teac
h
er
n
o
tes,
“
Th
a
n
kfu
lly,
b
ec
a
u
s
e
w
e
h
a
ve
tech
n
o
lo
g
y.
Wh
en
w
e
tr
y
to
e
xp
la
in
to
th
em,
s
o
metime
s
w
e
ca
n
n
o
t
u
s
e
th
e
la
n
g
u
a
g
e
,
I
mea
n
,
u
s
e
th
e
Ma
n
d
a
r
in
la
n
g
u
a
g
e
t
h
a
t
th
ey
ca
n
u
n
d
ers
ta
n
d
,
s
o
Go
o
g
le
Tr
a
n
s
la
te
h
elp
s
a
lo
t.
”
(
P5
)
Dig
ital
tr
an
s
latio
n
to
o
ls
lik
e
G
o
o
g
le
T
r
a
n
s
late
ar
e
in
v
al
u
ab
le
r
eso
u
r
ce
s
f
o
r
C
h
in
ese
s
tu
d
en
t
s
lear
n
in
g
in
E
n
g
lis
h
-
m
ed
iu
m
class
es.
T
h
ey
en
ab
le
s
tu
d
en
ts
to
o
v
er
co
m
e
lan
g
u
ag
e
b
ar
r
ier
s
an
d
ac
ti
v
ely
p
ar
ticip
ate
in
d
is
cu
s
s
io
n
s
,
co
llab
o
r
ate
o
n
p
r
o
jects,
an
d
en
g
a
g
e
with
t
h
eir
teac
h
er
s
a
n
d
p
ee
r
s
.
B
y
p
r
o
v
id
in
g
r
ea
l
-
tim
e
tr
an
s
latio
n
,
th
ese
to
o
ls
en
s
u
r
e
th
at
s
tu
d
en
ts
ca
n
co
m
p
r
eh
en
d
th
e
less
o
n
c
o
n
ten
t
a
n
d
co
m
m
u
n
icate
th
eir
id
ea
s
,
ev
en
if
th
eir
E
n
g
lis
h
p
r
o
f
icie
n
cy
is
s
till
d
ev
elo
p
i
n
g
.
T
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s
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to
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u
p
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in
t
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ted
wo
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ld
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Ho
wev
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r
,
s
tu
d
en
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m
u
s
t
n
o
t
b
ec
o
m
e
o
v
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r
elian
t
o
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tr
a
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s
latio
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o
f
twar
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as
th
is
ca
n
h
in
d
er
th
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d
ev
elo
p
m
en
t
o
f
t
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r
al
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n
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Evaluation Warning : The document was created with Spire.PDF for Python.
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14
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6
,
Dec
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20
25
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5
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5088
lan
g
u
ag
e
s
k
ills
.
T
h
e
g
o
al
s
h
o
u
ld
b
e
f
o
r
s
tu
d
e
n
ts
to
g
r
ad
u
al
ly
b
u
ild
th
eir
co
n
f
id
en
ce
a
n
d
f
lu
en
cy
in
E
n
g
lis
h
th
r
o
u
g
h
in
cr
ea
s
ed
im
m
er
s
io
n
an
d
en
g
ag
em
en
t
d
u
r
in
g
class
es.
3
.
5
.
T
hriv
ing
t
hro
ug
h div
er
s
it
y
T
h
is
th
em
e
em
p
h
asizes
th
e
im
p
o
r
tan
ce
o
f
e
m
p
o
wer
i
n
g
te
ac
h
er
s
an
d
f
o
s
ter
in
g
a
s
u
p
p
o
r
tiv
e
an
d
in
clu
s
iv
e
s
ch
o
o
l
en
v
ir
o
n
m
en
t
th
at
v
alu
es
cu
ltu
r
al
d
iv
er
s
ity
.
I
t
h
ig
h
lig
h
ts
h
o
w
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t,
d
escr
ib
ed
as
s
taf
f
d
ev
elo
p
m
en
t
en
co
m
p
ass
in
g
all
in
-
s
er
v
ice
ac
tio
n
s
,
f
ac
ilit
ated
co
n
t
in
u
al
u
p
d
atin
g
o
f
teac
h
er
s
’
k
n
o
wled
g
e
a
n
d
s
k
il
ls
th
r
o
u
g
h
o
u
t
t
h
eir
teac
h
in
g
ca
r
ee
r
.
T
h
is
is
ev
id
en
t
th
r
o
u
g
h
th
e
in
s
titu
tio
n
o
f
b
ilin
g
u
al
p
o
licy
,
teac
h
er
-
led
i
n
itiativ
es,
an
d
c
u
ltu
r
al
ad
a
p
tio
n
an
d
s
en
s
itiv
ity
tr
ain
in
g
.
T
h
ese
ac
tiv
ities
h
av
e
in
f
lu
en
ce
d
teac
h
e
r
s
’
p
ed
ag
o
g
ical
p
r
ac
tices,
s
o
cial
in
ter
ac
ti
o
n
s
,
an
d
teac
h
in
g
c
o
n
s
tr
u
ctio
n
s
lead
in
g
to
th
eir
h
eig
h
ten
ed
cu
ltu
r
al
c
o
m
p
eten
c
e,
en
h
an
ce
d
in
ter
p
e
r
s
o
n
al
r
elat
io
n
s
h
ip
s
,
an
d
c
u
ltu
r
e
-
s
en
s
itiv
e
p
ed
ag
o
g
y
.
3
.
5
.
1
.
H
eig
hte
ned c
ultura
l c
o
m
pet
ence
W
ith
o
v
er
1
0
y
ea
r
s
o
f
teac
h
i
n
g
in
a
C
h
in
ese
s
ch
o
o
l,
th
e
tea
ch
er
s
ex
p
r
ess
ed
th
eir
in
cr
ea
s
e
d
ab
ilit
y
to
r
esp
ec
tf
u
lly
an
d
ef
f
ec
tiv
ely
i
n
ter
ac
t
with
th
e
C
h
in
ese
teac
h
er
s
.
T
h
is
is
ev
id
en
t
b
y
th
eir
u
n
d
er
s
tan
d
in
g
an
d
ap
p
r
ec
iatio
n
o
f
t
h
e
b
elief
s
,
c
u
s
to
m
s
,
an
d
la
n
g
u
a
g
es
th
at
a
r
e
n
ec
ess
ar
y
to
wo
r
k
h
ap
p
ily
in
a
m
u
lticu
ltu
r
al
lear
n
in
g
in
s
titu
tio
n
.
Acc
o
r
d
in
g
to
th
e
teac
h
e
r
s
:
“
E
ve
r
y
la
s
t
F
r
id
a
y
o
f
th
e
mo
n
th
,
ea
r
ly
d
is
mis
s
a
l
fo
r
th
e
s
tu
d
en
ts
,
like
fo
r
ex
a
mp
le,
a
t
2
o
’
clo
ck
s
o
th
a
t
w
e
ca
n
h
a
ve
o
u
r
p
r
o
fe
s
s
io
n
a
l
d
ev
elo
p
men
t
p
r
o
g
r
a
m.
Th
ere
a
r
e
times
w
e
h
a
ve
s
emin
a
r
s
,
a
n
d
th
ere
a
r
e
times
w
e
h
a
ve
o
u
r
c
o
o
kin
g
s
ess
io
n
s
.
We
r
eg
u
la
r
h
a
ve
tea
m
-
b
u
ild
in
g
;
w
e
p
la
y
to
g
eth
er.
A
ll
o
f
u
s
in
cl
u
d
in
g
t
h
e
C
h
in
ese
tea
ch
ers
.
A
s
w
e
le
a
r
n
a
n
d
g
r
o
w
p
r
o
fess
io
n
a
lly,
w
e
a
ls
o
lea
r
n
a
b
o
u
t o
u
r
C
h
in
ese
co
lle
a
g
u
es
-
th
eir la
n
g
u
a
g
e,
th
eir s
to
r
ies
.
”
(
P5
)
“
We
a
ls
o
h
a
ve
tea
m
-
b
u
ild
in
g
a
ctivities
ev
ery
F
r
id
a
y.
I
t
’
s
like
a
3
0
-
min
u
te
d
ev
o
tio
n
time
w
h
ere
a
ll
tea
ch
ers
g
a
th
er
to
g
eth
er
in
th
e
A
V
R
.
We
r
ea
lly
th
a
n
k
Go
d
,
b
ec
a
u
s
e
o
f
th
ese
mixe
d
cu
ltu
r
es
th
a
t
w
e
h
a
ve
.
We
d
o
n
’
t
s
a
y,
yo
u
’
r
e
a
F
ilip
in
o
,
I
’
m
a
C
h
in
ese.
Th
ere
’
s
n
o
s
u
ch
th
in
g
like
th
a
t
h
ere.
”
(
P6
)
T
h
e
teac
h
er
s
’
ac
co
u
n
ts
d
em
o
n
s
tr
ate
th
is
th
r
o
u
g
h
t
h
eir
d
escr
ip
tio
n
s
o
f
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
ac
tiv
ities
th
at
f
o
s
ter
m
u
tu
al
u
n
d
er
s
tan
d
in
g
,
r
esp
ec
t,
an
d
c
o
l
lab
o
r
atio
n
b
etwe
en
Fil
ip
in
o
a
n
d
C
h
in
ese
teac
h
er
s
.
T
h
ese
in
clu
d
e
r
e
g
u
lar
s
em
in
ar
s
,
team
-
b
u
ild
in
g
,
an
d
s
h
ar
ed
d
ev
o
tio
n
al
tim
e
th
at
p
r
o
m
o
te
cr
o
s
s
-
cu
ltu
r
al
lear
n
in
g
,
c
o
m
m
u
n
icatio
n
,
a
n
d
a
s
en
s
e
o
f
co
m
m
u
n
ity
.
T
h
e
teac
h
er
s
ex
p
r
ess
g
r
atitu
d
e
f
o
r
th
e
s
ch
o
o
l
’
s
s
u
p
p
o
r
tiv
e
en
v
ir
o
n
m
e
n
t
th
at
en
ab
les
th
eir
p
r
o
f
ess
io
n
al
an
d
p
er
s
o
n
al
g
r
o
wth
,
b
o
th
s
p
ir
i
tu
ally
an
d
m
en
tally
.
As
s
u
ch
,
th
e
s
ch
o
o
l
’
s
ap
p
r
o
a
ch
to
f
ac
u
lty
d
ev
el
o
p
m
e
n
t
h
a
s
cu
ltiv
ated
a
p
o
s
itiv
e,
in
cl
u
s
iv
e
s
ch
o
o
l
cu
ltu
r
e
wh
er
e
d
if
f
e
r
en
ce
s
ar
e
ce
leb
r
a
ted
an
d
teac
h
er
s
f
r
o
m
d
iv
er
s
e
b
ac
k
g
r
o
u
n
d
s
ca
n
th
r
iv
e.
R
esear
ch
o
n
ef
f
ec
tiv
e
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
en
t
em
p
h
asizes
th
e
im
p
o
r
tan
ce
o
f
c
o
n
ten
t
f
o
cu
s
an
d
s
u
s
tain
ed
p
ar
ticip
atio
n
,
am
o
n
g
o
th
er
s
[
3
6
]
.
T
ea
c
h
er
s
’
d
escr
ip
tio
n
s
o
f
r
eg
u
lar
s
em
in
ar
s
,
team
-
b
u
ild
in
g
,
an
d
d
e
v
o
tio
n
al
ti
m
e
p
r
o
m
o
te
a
s
en
s
e
o
f
co
m
m
u
n
ity
a
n
d
in
clu
s
iv
e
c
u
ltu
r
e.
3
.
5
.
2
.
E
nh
a
nced
inte
rper
s
o
n
a
l r
ela
t
io
ns
hip
s
T
h
is
r
e
f
er
s
t
o
t
h
e
s
t
r
en
g
t
h
e
n
i
n
g
o
f
b
o
n
d
b
etw
ee
n
t
h
e
Fi
li
p
i
n
o
t
ea
c
h
er
s
a
n
d
C
h
in
ese
t
ea
ch
er
s
d
u
e
t
o
th
e
v
a
r
i
o
u
s
s
t
af
f
d
e
v
el
o
p
m
e
n
t
a
cti
v
it
ies
im
p
l
em
en
te
d
i
n
s
c
h
o
o
ls
.
Mu
tu
al
r
esp
ec
t
a
n
d
n
o
n
-
j
u
d
g
m
e
n
ta
l
i
n
t
er
ac
ti
o
n
s
wit
h
cu
lt
u
r
al
s
e
n
s
iti
v
i
ty
s
u
p
p
o
r
t t
ea
c
h
er
s
’
p
er
s
o
n
al
g
r
o
w
th
a
n
d
s
en
s
e
o
f
b
el
o
n
g
i
n
g
.
A
cc
o
r
d
i
n
g
t
o
t
h
e
te
ac
h
e
r
s
:
“
I
’
m
h
a
p
p
y
w
o
r
kin
g
h
ere
esp
ec
ia
lly
it
’
s
a
C
h
r
is
tia
n
s
ch
o
o
l.
I
t
’
s
like
a
n
o
th
er
fa
mily
to
me.
B
ec
a
u
s
e
o
f
th
e
s
ch
o
o
l
w
e
h
a
v
e
a
h
ea
lin
g
min
is
tr
y.
A
lth
o
u
g
h
th
e
s
a
la
r
y
is
n
o
t
c
o
mp
a
r
a
b
l
e
w
ith
Dep
E
d
b
u
t
fo
r
me
r
ela
tio
n
s
h
i
p
b
etw
ee
n
a
d
min
is
tr
a
to
r
s
a
n
d
tea
ch
er
ma
tter
.
Th
ey
o
n
ly
n
o
t
feed
o
u
r
p
h
ysica
l
b
o
d
y
a
n
d
a
ls
o
o
u
r
s
o
u
l
a
n
d
th
e
s
ch
o
o
l.
W
e
r
esp
ec
t
ea
ch
o
th
er
’
s
u
n
iq
u
en
ess
-
C
h
in
ese
o
r
F
ilip
in
o
s
.
”
(
P8
)
“
A
s
fo
r
lea
r
n
in
g
th
e
C
h
in
ese
la
n
g
u
a
g
e
b
efo
r
e
w
e
w
ere
g
iven
fr
ee
less
o
n
s
b
ec
a
u
s
e
o
f
time
co
n
s
tr
a
in
ts
o
u
r
time
w
a
s
s
o
ti
g
h
t,
s
o
th
a
t
’
s
a
s
to
p
b
u
t
I
lea
r
n
ed
few
w
o
r
d
s
in
C
h
in
ese.
A
s
to
my
u
s
a
g
e
o
f
E
n
g
lis
h
la
n
g
u
a
g
e,
y
es,
it
r
ea
lly
b
r
o
a
d
en
ed
my
s
p
ea
kin
g
a
b
ilit
ies
in
E
n
g
lis
h
like
I
’
m
mo
r
e
co
n
fid
en
t b
ec
a
u
s
e
th
e
la
n
g
u
a
g
e
u
s
e
h
ere
p
r
ima
r
ily
is
E
n
g
lis
h
.
”
(
P4
)
T
h
e
teac
h
er
s
’
ac
co
u
n
ts
d
em
o
n
s
tr
ate
a
d
ee
p
s
en
s
e
o
f
co
m
m
u
n
ity
an
d
b
elo
n
g
in
g
with
in
th
e
s
ch
o
o
l
.
As
o
n
e
teac
h
er
ex
p
r
ess
ed
,
“
i
t
is
lik
e
an
o
th
er
f
am
ily
to
m
e”
an
d
th
e
s
ch
o
o
l
“n
o
t
o
n
ly
f
ee
d
s
o
u
r
p
h
y
s
ical
b
o
d
y
b
u
t
also
o
u
r
s
o
u
l.
T
h
is
r
ef
le
cts
th
e
d
ev
elo
p
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o
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r
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ip
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is
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.
R
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8
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2
2
C
u
ltu
r
e
-
b
a
s
ed
tea
ch
in
g
p
r
a
ctice
s
o
f te
a
ch
ers
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a
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h
ilip
p
i
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e
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ese
… (
R
eme
d
io
s
C
.
B
a
c
u
s
)
5089
teac
h
er
s
[
2
]
.
T
h
e
teac
h
er
s
’
e
m
p
h
asis
o
n
m
u
tu
al
r
esp
ec
t
a
n
d
ap
p
r
ec
iatio
n
f
o
r
ea
ch
o
th
e
r
’
s
‘
u
n
i
q
u
en
ess
’
as
C
h
in
ese
o
r
Fil
ip
in
o
alig
n
s
wit
h
s
tu
d
ies
h
ig
h
lig
h
tin
g
th
e
im
p
o
r
tan
ce
o
f
in
cl
u
s
iv
e,
cu
ltu
r
all
y
r
esp
o
n
s
iv
e
s
ch
o
o
l
e
n
v
i
r
o
n
m
e
n
t
s
f
o
r
f
o
s
t
e
r
i
n
g
i
n
te
r
p
e
r
s
o
n
a
l
d
y
n
a
m
i
cs
[
20
]
,
[3
7
]
.
F
u
r
t
h
e
r
m
o
r
e
,
t
h
e
t
e
a
c
h
e
r
s
d
e
s
c
r
i
b
e
c
o
l
l
a
b
o
r
a
t
i
v
e
p
l
a
n
n
i
n
g
a
n
d
o
p
en
co
m
m
u
n
ica
tio
n
wh
ich
r
e
f
lects th
e
d
ev
elo
p
m
en
t o
f
s
tr
o
n
g
w
o
r
k
in
g
r
elati
o
n
s
h
ip
s
.
3
.
5
.
3
.
Culture
-
s
ens
it
iv
e
peda
g
o
g
y
T
h
e
teac
h
er
s
u
s
e
in
s
tr
u
ctio
n
al
ap
p
r
o
ac
h
es
th
at
in
co
r
p
o
r
ate
s
tu
d
en
ts
’
cu
ltu
r
al
b
ac
k
g
r
o
u
n
d
s
to
f
o
s
ter
a
f
ac
ilit
ativ
e
lear
n
in
g
en
v
ir
o
n
m
en
t.
C
ar
in
g
an
d
tr
u
s
tin
g
r
elatio
n
s
h
ip
s
with
s
tu
d
en
ts
a
r
e
ce
n
tr
al
t
o
th
ese
cu
ltu
r
e
-
s
en
s
itiv
e
teac
h
in
g
p
r
a
ctice
s
.
T
ea
ch
er
s
ar
e
co
g
n
iza
n
t
th
at
th
eir
teac
h
in
g
p
h
il
o
s
o
p
h
y
an
d
b
e
h
av
io
r
s
to
war
d
s
tu
d
en
ts
’
v
ar
ied
cu
lt
u
r
al
b
ac
k
g
r
o
u
n
d
s
ca
n
in
f
lu
e
n
ce
th
e
s
tu
d
e
n
ts
’
ac
ad
em
ic
p
er
f
o
r
m
an
ce
an
d
en
g
ag
em
e
n
t.
T
h
ey
m
en
tio
n
ed
th
at:
“
I
a
ls
o
h
a
ve
to
th
in
k
o
f
in
n
o
va
tive
s
tr
a
teg
ies,
ta
s
ks,
a
n
d
p
r
o
jects,
in
clu
d
in
g
ex
p
erimen
ts
th
a
t
w
o
u
ld
b
e
a
lig
n
e
d
w
ith
my
s
tu
d
en
ts
’
lea
r
n
in
g
a
b
ilit
ies.
S
o
m
etimes
I
d
o
d
emo
n
s
tr
a
tio
n
;
d
ep
en
d
s
o
n
th
e
to
p
ic
a
n
d
th
e
cl
a
s
s
;
Th
en
th
ere
’
s
d
emo
n
s
tr
a
tio
n
th
ere
’
s
a
ls
o
like
ex
p
lo
r
a
tio
n
fo
r
th
em;
r
o
le
p
la
ys;
g
a
mes.
”
(
P4
)
“
I
h
a
ve
to
u
s
e
my
Leko
u
b
u
t
ve
r
y
s
eld
o
m,
esp
ec
ia
lly
to
th
e
n
ew
o
r
tr
a
n
s
ferees
a
n
d
s
ch
o
o
l
visi
to
r
s
,
I
w
ill
tell
th
em
in
C
h
in
ese.
I
r
ea
lly
ex
p
la
in
ed
.
Th
ere
a
r
e
ma
n
y
times
like
th
a
t.
B
u
t
o
f
co
u
r
s
e,
fo
r
o
th
er
E
n
g
lis
h
te
a
c
h
ers
,
th
ey
ca
n
n
o
t
d
o
th
a
t
a
n
y
mo
r
e.
I
f
th
ey
ca
n
’
t
u
n
d
ers
ta
n
d
,
th
ey
a
ls
o
u
s
e
th
eir Leko
u
.
”
(
P6
)
“
We
h
a
ve
a
p
ee
r
s
u
p
p
o
r
t.
I
n
th
is
w
a
y
th
ey
lea
r
n
mo
r
e
fr
o
m
ea
ch
o
t
h
er.
Du
r
in
g
th
e
a
s
s
ess
men
t
I
a
s
k
o
r
I
a
llo
w
th
em
to
ta
l
k.
Th
o
s
e
w
ith
d
iffi
cu
lty
w
ith
E
n
g
lis
h
,
I
a
llo
w
th
em
to
s
p
ea
k
to
co
mmu
n
ica
te,
a
llo
w
in
g
p
ee
r
a
s
s
is
ta
n
ce
d
u
e
to
l
a
n
g
u
a
g
e
d
iffi
cu
lty.
”
(
P1
0
)
T
h
ese
n
ar
r
ativ
es
f
r
o
m
Fil
ip
in
o
teac
h
er
s
r
ev
ea
l
a
n
u
a
n
ce
d
u
n
d
er
s
tan
d
i
n
g
o
f
teac
h
in
g
i
n
a
C
h
in
ese
s
ch
o
o
l
wh
er
e
cu
ltu
r
al
d
if
f
er
en
ce
s
an
d
lan
g
u
ag
e
b
a
r
r
ier
s
ex
is
t.
T
h
ey
ac
k
n
o
wled
g
e
th
e
im
p
o
r
tan
ce
o
f
a
d
ap
tin
g
th
eir
teac
h
in
g
s
tr
ateg
ies
to
m
e
et
th
e
d
iv
er
s
e
n
ee
d
s
o
f
th
eir
s
tu
d
en
ts
,
in
clu
d
i
n
g
th
o
s
e
f
r
o
m
o
th
er
lin
g
u
is
tic
an
d
cu
ltu
r
al
b
ac
k
g
r
o
u
n
d
s
.
P4
u
s
es d
em
o
n
s
tr
atio
n
,
e
x
p
lo
r
atio
n
,
r
o
le
p
lay
,
an
d
g
a
m
es to
en
g
ag
e
s
tu
d
en
ts
,
wh
ile
P1
0
em
p
lo
y
s
p
ee
r
s
u
p
p
o
r
t.
O
n
e
a
ck
n
o
wled
g
e
d
th
e
lim
itatio
n
s
o
f
u
s
in
g
a
f
o
r
eig
n
lan
g
u
ag
e
(
Leko
u
)
an
d
in
s
tead
r
eso
r
ts
to
s
p
ea
k
in
g
C
h
in
ese
wh
en
co
m
m
u
n
icatin
g
with
n
ew
s
tu
d
en
ts
o
r
tr
an
s
f
er
ee
s
.
T
h
is
u
n
d
er
s
co
r
es th
e
n
ee
d
f
o
r
f
lex
ib
ilit
y
a
n
d
cr
ea
tiv
ity
in
th
e
class
r
o
o
m
to
en
r
ich
s
tu
d
en
ts
’
c
u
ltu
r
al
e
x
p
er
ien
c
es
[
3
8
]
.
Ad
d
itio
n
ally
,
f
o
s
ter
in
g
p
ee
r
s
u
p
p
o
r
t
u
n
d
er
s
co
r
es
th
e
im
p
o
r
ta
n
ce
o
f
s
o
ci
al
in
ter
ac
tio
n
in
lea
r
n
in
g
,
h
el
p
in
g
s
tu
d
en
ts
with
lan
g
u
ag
e
d
if
f
ic
u
lties
b
y
allo
wi
n
g
th
e
m
to
co
m
m
u
n
icate
a
n
d
l
ea
r
n
f
r
o
m
ea
ch
o
th
er
.
T
h
ese
a
p
p
r
o
ac
h
es
n
o
t
o
n
ly
r
esp
ec
t
an
d
v
al
u
e
c
u
ltu
r
al
d
iv
er
s
ity
b
u
t
also
p
r
o
m
o
te
ef
f
ec
tiv
e
lear
n
in
g
i
n
a
m
u
lticu
ltu
r
al
class
r
o
o
m
s
ettin
g
.
T
h
e
teac
h
er
s
’
n
ar
r
ativ
es
p
r
o
v
id
e
s
tr
o
n
g
em
p
i
r
ical
s
u
p
p
o
r
t
f
o
r
f
o
s
ter
in
g
a
s
u
p
p
o
r
tiv
e
an
d
in
clu
s
iv
e
s
ch
o
o
l
co
m
m
u
n
ity
c
h
ar
ac
ter
ized
b
y
r
elev
an
t
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
en
t
an
d
a
p
p
r
ec
iatio
n
o
f
d
iv
er
s
e
cu
ltu
r
al
b
ac
k
g
r
o
u
n
d
s
.
Als
o
,
teac
h
er
s
f
r
o
m
d
iv
er
s
e
b
ac
k
g
r
o
u
n
d
s
ca
n
th
r
iv
e
with
in
a
lea
r
n
in
g
in
s
titu
tio
n
th
at
r
esp
ec
ts
an
d
v
alu
es c
u
ltu
r
al
d
iv
er
s
ity
.
3
.
6
.
Su
pp
o
rt
a
nd
co
lleg
ia
lity
T
h
is
th
em
e
u
n
d
er
s
co
r
es
in
ten
tio
n
al
ef
f
o
r
ts
to
cr
ea
te
an
d
s
tr
en
g
th
en
co
n
n
ec
tio
n
s
,
f
o
s
ter
in
g
m
u
t
u
al
s
u
p
p
o
r
t
am
o
n
g
teac
h
er
s
.
T
h
e
co
lleg
ial
an
d
co
llab
o
r
ativ
e
r
elatio
n
s
h
ip
s
co
n
tr
ib
u
te
to
th
e
co
h
esiv
e
an
d
en
co
u
r
a
g
in
g
s
ch
o
o
l
c
o
m
m
u
n
ity
,
ex
em
p
lifie
d
th
r
o
u
g
h
th
eir
p
illar
s
o
f
c
o
llab
o
r
atio
n
an
d
g
r
o
wth
:
k
n
o
wled
g
e
s
h
ar
in
g
,
s
u
p
p
o
r
tiv
e
co
m
m
u
n
ity
,
an
d
co
llectiv
e
ef
f
o
r
t.
T
h
is
th
em
e
p
u
ts
im
p
o
r
tan
ce
o
n
th
e
co
n
s
cio
u
s
d
ev
elo
p
m
e
n
t
o
f
r
elatio
n
s
h
ip
s
an
d
co
o
p
er
ativ
e
s
u
p
p
o
r
t
b
et
wee
n
teac
h
er
s
,
wh
ich
is
im
p
o
r
tan
t
in
b
u
il
d
in
g
a
h
ar
m
o
n
io
u
s
an
d
s
u
p
p
o
r
tiv
e
s
ch
o
o
l
c
o
m
m
u
n
ity
.
T
h
e
k
in
d
o
f
co
lleg
ial
a
n
d
co
llab
o
r
ativ
e
r
el
atio
n
s
h
ip
s
th
at
a
r
e
f
o
r
m
ed
as
a
r
esu
lt
o
f
s
u
ch
ac
ti
o
n
s
p
lay
a
n
im
p
o
r
tan
t r
o
le
in
t
h
e
d
ev
el
o
p
m
en
t o
f
a
k
n
o
wled
g
e
-
s
h
ar
in
g
,
f
r
ien
d
ly
in
ter
ac
tio
n
,
an
d
co
llab
o
r
ativ
e
-
o
r
ien
ted
co
m
m
u
n
ity
.
3
.
6
.
1
.
K
no
wledg
e
s
ha
ring
I
n
an
ed
u
ca
ti
o
n
al
s
ettin
g
,
k
n
o
wled
g
e
s
h
ar
in
g
in
v
o
lv
es
th
e
ex
ch
an
g
e
o
f
in
f
o
r
m
atio
n
,
i
d
ea
s
,
an
d
ex
p
er
ien
ce
s
am
o
n
g
teac
h
er
s
,
f
o
s
ter
in
g
p
r
o
f
ess
io
n
al
g
r
o
wth
an
d
en
h
an
ci
n
g
teac
h
in
g
p
r
ac
tices.
I
t
is
a
co
llab
o
r
ativ
e
p
r
o
ce
s
s
wh
er
e
teac
h
er
s
co
n
tr
ib
u
te
th
eir
e
x
p
er
tis
e
an
d
lear
n
f
r
o
m
ea
ch
o
th
er
to
im
p
r
o
v
e
s
tu
d
e
n
t
lear
n
in
g
o
u
tco
m
es
an
d
d
e
v
e
lo
p
as
p
r
o
f
ess
io
n
als.
T
h
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ev
id
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t
in
th
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f
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llo
win
g
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tatem
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ts
:
“
I
o
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ly
kn
o
w
a
litt
le
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a
y
.
”
(
P7
)
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