Navigating the Challenges of Outdoor Language Education

Teaching language to students while walking outdoors presents a unique set of challenges. More than just a change of scenery, it requires strategic planning and adaptability to maintain effective language instruction.

The Challenges of Outdoor Instruction

While the idea of a walk outside with students might seem relaxing, it is fraught with potential pitfalls. One of the primary challenges is the lack of full student attention. When walking, it is nearly impossible for you to have the students' undivided focus, leading to difficulty in engaging them throughout the lesson.

Sound and Hearing

Open space leads to sound getting lost. In a linear walk with more than two students, only a few will hear everything you say. This is particularly problematic in a language class where understanding and repetition are key. Background noise, such as traffic, can further hinder communication. You almost always need to turn towards the student to be heard, which can be challenging for the speaker and the listener.

Managing a Group

Keeping track of the students and ensuring none wander off adds another layer of difficulty. With a group, it's easy for someone to get lost or distracted, leading to an off-topic conversation, which can severely impact the lesson's effectiveness.

Weather and Preparation

Weather conditions can also impede outdoor instruction. Students not prepared for the weather may struggle to remain focused or contribute effectively. Rain, cold, or hot weather can also make the learning environment less conducive to concentration. It is essential to ensure that students have appropriate footwear and clothing to maintain their comfort.

Why Not Just Walk Outside?

Despite the allure of a change of scenery, the efficiency of walking outside is often questionable. While on the first nice day of spring, students frequently ask to have class outside, the reality is that productivity does not always increase. Sitting together outside at a primary school, for example, can be a welcome change but might not align with the curriculum's goals.

Authentic Learning Experience

Walking outside does provide an authentic learning experience, away from the structured classroom. This setting can be immensely beneficial for practicing real-life scenarios and improving conversational skills. However, with more than two students, it becomes nearly impossible to maintain a structured and effective language lesson. Instead, such a setting is better suited for informal discussions or physical activities.

My Personal Experience

Occasionally, I engage in an activity that involves walking from the college to a primary school. On the way, I conduct English conversations with students. The challenge lies in ensuring that the students hear every word, particularly if there is background noise. I often need to turn to face the student to be heard, which can be distracting for them. Furthermore, there is no board or visual aids to aid in the lesson.

Low-Level Students

When I walk with 15 or more low-level students, I periodically need to yell to get their attention. Comments like 'Come on everyone, pick up the pace' or 'Gee, I’m twice your age and can walk twice as fast as you' can be useful, but their comprehension varies. This lack of understanding further complicates the lesson.

In conclusion, while outdoor teaching can offer a change of pace and an authentic learning environment, it requires careful planning and management to ensure effective language instruction. The challenges of maintaining attention and managing a group must be carefully considered to make the most of this learning opportunity.