How to teach english outdoors: a comparison between Norway and Spain

Abstract

Recent studies confirm the importance of providing the future generations with an education based on the development of their autonomy and more focused in the environment that surrounds them, leaving on the side the technological era we all live in. Following the Norwegian friluftsliv concept, also known as the “Norwegian love for the outdoors”, outdoor education and experiential learning provide a way of teaching English as a second language that is not common in Spain, and which could provide benefits in the physical and mental health of our students. For this reason, the main goal of this dissertation is to compare the Norwegian education system and the Spanish one, focusing on the English as a Foreign Language in primary schools, as well as providing a proposal for teaching English in outdoor environments. To elaborate this dissertation, a bibliographical research has been done to investigate about methodologies focused on experiential learning, outdoor education or friluftsliv, as well as legal sources as the Norwegian Education Act or the Spanish LOMLOE. Moreover, I have conducted interviews to English teachers in Spain and Norway, and Norwegian professors of a Natursenter for obtaining a deeper understanding of the benefits and drawbacks of the Spanish and Norwegian education. Lastly, I have considered my personal reflections as a practice teacher and as a student in an outdoor school. In brief, this project provides a proposal that can be used to promote the learning of a second language in a natural setting, but which could be applied in a Spanish school.