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FEATURE ARTICLE Fellner Increased environment awarenessAn important benefit derived from OLL is anincrease in environmental awareness amongstudents. Outdoor language learning often takesplace in the natural environment and familiaritywith the outdoors leads to an increased awarenessof the environment and a greater appreciationof the natural environment (Hammerman, etal., 2001, p. 17). Increased insights such as thesemay very well provide the first step for many studentsto become more environmentally friendlyindividuals.Outdoor language learning in developingcountriesWhile the author believes that outdoor languagelearning is an effective means of enhancing languagelearning in nearly any situation, he feelsthat OLL can be particularly effective in developingcountries. OLL not only provides a theoreticallysound methodology for language educationbut perhaps more importantly offers a costeffective method of teaching a foreign language.In countries where educational resources areextremely scarce the use of effective pedagogicalpractices are limited. All that is necessary for OLLis a creative use of the environment found metersoutside the classroom door. This is already beingdone in developing countries such as Nicaragua,Costa Rica, Honduras, and Mexico where theyare using outdoor language learning type tasksto teach local citizens to become nature guidesand English teachers (C. Brown, 2000). Simplyput, OLL provides a useful and cost effectiveapproach to enhance and possibly supersede languageprograms in less affluent nations.ReferencesBandura, A. (1994). Self-efficacy. In V. S. Ramachaudran(Ed.), Encyclopedia of human behavior: Vol. 4 (pp. 71-81). New York: Academic Press.Boniface, M. (2000). Towards an understanding of flowand other positive experience phenomena withinoutdoor education and adventure activities. Journal ofAdventure Education and Outdoor Learning, 1(1), 55-68.Brown, D. (1994). Principles of language learning and teaching(3rd ed.). Englewood Cliffs, NJ: Prentice Hall.Brown, C. (2000, Summer). Pumas and prepositions:Training nature guides on the Yucatan Peninsula. GreatBarrington, MA: Orion Afield.Dornyei, A., & Otto, I. (1998). Motivation in action: Aprocess model of L2 motivation. Working Papers inApplied Linguistics, 4, 43-69.Ellis, R. (1994). The study of second language acquisition.Oxford: Oxford University Press.Fellner, T. (2003). Outdoor language learning: An alternativelearning environment. Unpublished master’s thesis,University of Birmingham, Birmingham, UnitedKingdom.Gardner, H. (1999). Intelligence reframed: Multiple intelligencesfor the 21st century. New York: Basic Books.Halvorsen, J. (2005). Organizing intensive Englishcamps: With activities based on Gardner’s theory ofmultiple intelligences. JALT 2004 Language Learningfor Life Proceedings, JALT, 669-692.Hammerman, R., Hammerman, M., & Hammerman, E.(2001). Teaching in the outdoors (5th ed.). Danville, IL:Interstate Publishers.Higgins, P., & Nicol, R. (2002). Outdoor education:Authentic learning in the context of landscape. Sweden:Kinda Education Centre.McGroarty, M. (1996). Language attitudes, motivation,and standards. In S. L. McKay & N. H. Hornberger(Eds.), Sociolinguistics and learning teaching (pp. 3-46).New York: Cambridge University Press.Mohan, B., Leung, C., & Davison, C. (2001). English asa second language in the mainstream: Teaching, learning,and identity. London: Pearson Education.Nunan, D. (2001, December). Aspects of task-basedsyllabus design. Karen’s Linguistics Issues. RetrievedFebruary 18, 2006, from .Oxford, R. L. (1990). Language learning strategies: Whatevery teacher should know. New York: NewburyHouse.Purdie, N., & Neill, J. (1999). Japanese students downunder: Is Australian outdoor education relevant toother cultures? Australian Journal of Education, 4(1),48-57.Richards, J. C. (1985). The context of language teaching.Cambridge: Cambridge University Press.Richards, J. C., & Rodgers, T. (1986). Approaches andmethods in language teaching. Cambridge: CambridgeUniversity Press.Skehan, P. (1996). Second language acquisition researchand task-based learning. In J. Willis &D. Willis (Eds.), Challenge and change in language teaching(pp. 17-30). Oxford: Heinemann.Walqui, A. (2000). Contextual factors in second languageacquisition. Retrieved May 10, 2006, from .Willis, J. (1996). A flexible framework for task-basedlearning. In J. Willis & D. Willis (Eds.), Challengeand change in language teaching (pp. 52-62). Oxford:Heinemann.THE LANGUAGE TEACHER 31.6 • June 2007
Fellner FEATURE ARTICLEWillis, J. (2004). Perspectives on task-based instruction:Understanding our practices, acknowledgingdifferent practitioners. In B. Leaver & J. Willis (Eds.),Task-based instruction in foreign language education(pp. 3-46). Washington, DC: Georgetown UniversityPress.Wurr, A. (1996). Classroom in the wild. The Journal ofKanda University of International Studies, 8, 257-271.and is currently an Associate Professor at SagaUniversity. He has studied at a post-secondarylevel in Canada, England, and Cameroon andbeen a language teacher for 15 years. In his nativecountry of Canada Terry taught junior highschool and high school English, social studies,and outdoor education. His research interestsinclude developing blended CALL courses, outdoorlanguage learning, and academic writing.Terry Fellner received his MA in English, TESL/TEFL from the University of Birmingham, UKJALT-Tunes: Highlights and Coming AttractionsThis is Phil, your DJ, mixing it up for you at the national conference program studio in beautifuldowntown Fukushima. Giving YOU an update on YOUR choices for YOUR (conference) listening andparticipating pleasure. Here is what our playlists are starting to look like . . .Front Row PlaylistThe plenary speakers for JALT2007 have beensigned to the JALT2007 record label. RonaldCarter, Paul Nation, John M. Norris, and AmyTsui will all be on-site and in good form givingus at least two presentations/performancesapiece. Information on these speakers, anddetails about our 11 Featured Speakers, will beavailable soon.Top 25 Most PlayedHere are the classic formats you can expect .. . JALT Domestic Forum, JALT Junior, JALT AsianScholar, Best of JALT and of course all the SIGAnnual Meetings and Forums. Don’t forget thepre-conference (technical) skills workshops forthe inept and expert alike.Recently PlayedSome events tried in the past are back againwith a different spin . . . Job Information Center(JIC) with Job Search Skills Workshops, Meet theExperts Session (face time with your favorite author/authority/personality)and the Story Space.Plus, selected Featured Speaker Presentationshave been moved to the pre-conferenceprogram—remember to pre-register, as spaceis limited.On-The Go 1:A venue in the heart of Tokyo—just one train stopfrom self-contained and convenient Shinjuku—JALT2007 has many on-site meal choices anda limited number of on-site accommodationpackages. Stay tuned!Party ShuffleMany of the regular social events are beingorganized, with some new-billed events in theworks. But with Shinjuku so close, and the nightstill young, there’s no limit to the possibilities.Whether you are a morning person or a nightowl, you are sure to be happy.Recently AddedUpdates and all the information you needare coming to you live at and in future issues of this publication—TheLanguage Teacher.About to sign off here but one last word . . .What’s the theme about: Challenging Assumptions:Looking in, Looking Out? Here’s my rephrase:Don’t believe everything you hear: Thinkabout it and speak up. Contemplate whereyou fit in the big picture and get ready for newdiscoveries.The national conference program is alwaysan eclectic mix of classic acts, remixes, andnew releases. Where is that perfect mix?Keeping It Real and this time really signingoff. . . your DJ, Phil McCasland—a.k.a. Directorof Programs.THE LANGUAGE TEACHER 31.6 • June 2007
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