Introduction
This reflective essay explores my personal experience of migrating from the Philippines to Canada at the age of seven during the fall of 2017. As a student studying Writing at the undergraduate level, I draw upon reflective writing techniques to examine this pivotal event, focusing on the three flights that marked my journey: from the Philippines to Taipei, Taipei to Vancouver, and Vancouver to Saskatoon. Reflective writing, as a discipline, encourages introspection and critical analysis of lived experiences to foster personal growth and understanding (Gibbs, 1988). In this piece, I will outline the emotional and sensory details of each flight, critically evaluate their impact on my identity, and consider broader implications for child migrants. This reflection not only aids in processing my past but also demonstrates the application of writing skills in articulating complex emotions.
The First Flight: Departure from the Philippines to Taipei
The journey began at Ninoy Aquino International Airport in Manila, where the humid tropical air contrasted sharply with the air-conditioned terminal. As a seven-year-old, I remember clutching my mother’s hand, overwhelmed by the crowds and the echoing announcements. This short flight to Taipei Taoyuan International Airport was operated by a regional carrier, lasting about three hours, and served as my introduction to air travel. The experience evoked a mix of excitement and anxiety; the takeoff felt like a thrilling ascent into the unknown, yet it symbolized leaving behind familiar sights, such as the vibrant jeepneys and street vendors of my hometown.
Reflecting critically, this leg of the trip aligns with the ‘description’ stage in Gibbs’ reflective cycle, where one recounts events factually before analysis (Gibbs, 1988). I now recognise how this departure represented a cultural uprooting. Research on child migration highlights that young travellers often experience heightened sensory overload during transitions, which can lead to long-term emotional adjustments (UNICEF, 2016). For instance, the unfamiliar airport foods and the roar of engines amplified my sense of disorientation. However, this flight also sparked curiosity, as I peered out the window at the receding Philippine islands, fostering an early appreciation for narrative in capturing fleeting moments—a key skill in creative writing.
The Second Flight: Transpacific Crossing from Taipei to Vancouver
The layover in Taipei was brief but memorable, with its modern facilities providing a stark contrast to Manila’s bustle. Boarding the long-haul flight to Vancouver International Airport, operated by a major airline like Eva Air or Air Canada, felt daunting. This 12-hour journey across the Pacific Ocean was my first encounter with jet lag and in-flight entertainment. Seated by the window, I watched clouds morph into endless blue, occasionally interrupted by meals that tasted foreign—pasta instead of adobo.
In terms of critical analysis, this flight prompted feelings of isolation, as discussed in studies on transnational migration where children may internalise separation anxiety (Castles and Miller, 2009). I recall crying quietly during turbulence, fearing the vast ocean below, which arguably symbolised the emotional chasm between my old and new life. Yet, this experience built resilience; engaging with onboard movies introduced me to Western stories, enhancing my narrative comprehension skills essential for writing studies. Furthermore, the fall season’s changing time zones meant arriving in Vancouver amid crisp autumn air, a sensory shift that underscored environmental adaptation in migration narratives.
The Third Flight: Arrival in Canada from Vancouver to Saskatoon
The final domestic flight from Vancouver to Saskatoon lasted about two hours, bringing us to our new home in Saskatchewan. Landing at Saskatoon John G. Diefenbaker International Airport in late fall 2017, I stepped into a world of orange leaves and chilly winds— a far cry from the Philippines’ perpetual warmth. This leg was less intimidating, with shorter duration and familiar snacks, but it marked the culmination of exhaustion after nearly 20 hours of travel.
Evaluating this phase, I apply the ‘evaluation’ and ‘conclusion’ stages of reflective practice, assessing what went well and how it shaped me (Gibbs, 1988). Positively, it facilitated family bonding amid shared fatigue; however, the cultural shock was immediate, with snowflakes hinting at winter’s approach. Broader literature on immigrant integration notes that such journeys can foster hybrid identities in children, blending origins with new influences (Portes and Rumbaut, 2001). For me, this has translated into writing as a tool for reconciliation, allowing me to weave personal anecdotes into academic discourse.
Conclusion
In summary, my 2017 migration journey through three flights—from the Philippines to Taipei, Taipei to Vancouver, and Vancouver to Saskatoon—profoundly influenced my worldview at age seven. This reflection, grounded in writing studies, reveals themes of anxiety, adaptation, and growth, supported by frameworks like Gibbs’ cycle. The experience underscores the applicability of reflective writing in processing migration, with implications for empathetic storytelling in literature. Indeed, it has equipped me with skills to address complex problems, such as identity formation, through narrative. Moving forward, I aim to explore these themes further in my studies, recognising both the limitations of memory and the transformative power of reflection.
References
- Castles, S. and Miller, M.J. (2009) The Age of Migration: International Population Movements in the Modern World. 4th edn. Palgrave Macmillan.
- Gibbs, G. (1988) Learning by Doing: A Guide to Teaching and Learning Methods. Further Education Unit.
- Portes, A. and Rumbaut, R.G. (2001) Legacies: The Story of the Immigrant Second Generation. University of California Press.
- UNICEF (2016) Uprooted: The Growing Crisis for Refugee and Migrant Children. UNICEF.
