In what ways can outdoor education be used when teaching immigrants the language of their new country? There is a need to both concretise grammar teaching and diversify teaching methods to bring language acquisition closer to real life situations. By using action research a collaborative study was made with four Finnish teachers in four immigrant language classes by implementing a series of lessons using outdoor education. Focussing on the teacher’s experience qualitative interviews were conducted both before and after the collaborative outdoor lessons. This was supported by observation and student verbal and written evaluation. Both positive and negative aspects of outdoor education were explored in relation to how effective it is as a teaching method and as a method of cultural assimilation and group socialisation. Outdoor education was found to support a sense of group inclusion and strengthen collective group experience. Difficult concepts were dealt with in a more tangible manner which specifically benefited weaker students. By exploring the unfamiliar as a group in a supportive environment constructive outcomes were gained. Being outdoors and using natural materials democratised the cultural meeting. Peer collaboration was demanding but fruitful and should be used more as a developmental tool in education.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:liu-14977 |
| Date | January 2008 |
| Creators | Simpson, James |
| Publisher | Linköpings universitet, Institutionen för kultur och kommunikation |
| Source Sets | DiVA Archive at Upsalla University |
| Language | English |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
Page generated in 0.002 seconds