In this column, a teaching assistant (TA) for undergraduate majors in intercultural studies shares an impassioned essay on why taking students to learn outside the confines of a regular four-walled classroom can stimulate their interest in global issues, as well as hone their business English speaking skills.
In this essay, I suggest an activity to help students broaden their outlook in an increasingly polarized world. I begin by sharing historical notes and my vision of the shifting winds of global affairs. I anchor my proposal in a list of nine pedagogic techniques and end by deciphering the magic of outdoor learning.
As a graduate student in a seminar specializing in English education, I assist with the teaching of undergraduate students at a private university located in Kagoshima Prefecture. Readers might be unaware of Kagoshima’s geopolitical importance, especially in comparison to Tokyo, which dominates the nation’s economic activities. Geographically Kagoshima is within reach of Asian countries via three major seas: the Sea of Japan, the Pacific Ocean, and the East China Sea. According to Nippon.com (2024) the population of the prefecture is decreasing, yet its island municipalities of Tokunoshima and Amagi sustain the highest birthrates (2.25%) in Japan. That is because when these babies grow up, they leave to find jobs in Osaka or Tokyo. Local governments and companies have been unsuccessful in attempts to revitalize the prefecture to limit the outflow of its citizens and workers.
Historical Events in Kagoshima
Kagoshima Prefecture once held a historically significant position in the southernmost part of Kyushu, Japan. Formerly known as Satsuma, Kagoshima served as Japan’s frontline in key events, such as the bombardment of Japan by the British navy in 1862. In response to these challenges, the Shimadzu family, who were feudal lords in this domain, dispatched students abroad—remarkably, to England, an adversary at the time. One member of the family, Yoshihiro Shimadzu, was known for saying, “To defeat your enemy, learn from your enemy.”
Case Study Approach
As a TA, I helped to guide students enrolled in a business English course to solve a business case in the English language aimed at reimagining Japanese history. A business case study approach is an in-depth exploration from multiple perspectives of the complexity and uniqueness of a particular policy, institution, program, or system in real-life (Simons, 2009). I recognize that many students struggle in classes taught in English and often end up discouraged with their English proficiency.
Finding a way to deliver lectures successfully in English, however, offers a valuable opportunity to create a classroom environment that fully integrates the use of the second language in Japan. In addition, the use of a foreign language can foster a spirit of challenge for students to take part in an international community outside the classroom. English is a widely shared global language: a lingua franca. It seems essential to include English as an international language (EIL) when designing a program, courses, and lesson plans. Even selecting a title for a subject can be challenging.
The fusion of “business skills” and “English skills” into a course title contributes to their initial sense of trepidation that the course will be difficult. Following lectures given all in English are challenging. Students who registered told me they felt they could not succeed. Yet, as they became aware of their weaknesses, they seemed to improve. After critically reflecting on my experiences as a TA, I believe that implementing the following nine teaching strategies for a business English course can help students and their teacher to both learn business English language skills and to develop an intercultural perspective:
usage of outdoor spaces: Students get sleepy in a heated or air-conditioned classroom with all the windows shut. They lose concentration when their hands are glued to mobile phones used for social networking rather than academic research. I believe that outdoor learning encourages students to better focus on the lesson at hand.
real-world relevance: The content of the business cases should be grounded in local history and current issues.
accessibility: Local examples from K’gonma (a translation of “Kagoshima” in the local dialect) should be reflected in cases prepared by a local teacher. The use of business English language textbooks published by international publishers can be used as reference materials.
students as central figures: The content of lessons should be student-centered and include experiential learning methods.
a flexible lesson structure: to help students understand concepts and learn more effectively;
comprehensiveness: The scope of the syllabus needs to be broad yet cohesive, covering all necessary aspects while integrating both global perspectives and local contexts.
continuity: Learning needs to be structured in a manner so that students can connect concepts from one lesson to the next.
roleplay learning: business English classes should focus on cultivating collaborative and communicative skills.
accountability: Students must take responsibility for their own learning performance.
Outdoor Learning
I discovered three benefits from learning outdoors that motivated a cohort of 35 Japanese students and five Chinese students enrolled in Business English. First, by incorporating contemporary issues, students had the opportunity to pay attention to what was going on around them in Kagoshima and to forecast what might happen next. Second, by focusing on historical events—such as the Satsuma domain’s perspective and unique educational methodology, known as Gochu education or the training of samurai children—students took more pride in proposing business ideas. Kagoshima’s historical context, particularly forward-thinking international outreach, continues to be respected. By reflecting on these historical lessons, students gained insights into how past experiences shaped modern approaches. Third, by walking around outdoors, students naturally thought about what their next step was, along with the next step to solve the business case. This forward-looking component challenged students to apply their knowledge to future risks and scenarios. Outdoor learning cultivated critical thinking and problem-solving skills, encouraging students to consider how they could use what they have learned to address future challenges, both locally and globally.
Throughout this outdoor learning process, students were encouraged to develop two critical habits: a want-to-know-more mindset, which sparked their curiosity and motivated them to seek a deeper understanding, and the recognition of “yes, we’ve learned about this before,” which reinforced the continuity and interconnectedness of their learning experiences. This cyclical process ensured that students not only absorbed information, but also applied it in increasingly complex and meaningful ways, preparing them to be proactive contributors to their community in Kagoshima and the wider world.
Roleplay Learning
Teachers and TAs can recreate real-case scenarios by staging roleplays, and if learning takes place on a real-life stage, it is so much better. Open spaces and gardens on campuses provide an ideal setting for drama activities. I took the students outside to a patio, equipped with a portable whiteboard and a marker pen to facilitate the lesson. In this class, students used the 3 Ships case scenario from McMurray’s (2018) Active Learning & Active Testing textbook to demonstrate world affairs. The case engaged students in a dynamic exercise on how to conduct a three-way conversation between sailors, merchants, and captains to reach an agreement on where to sail to develop new business ventures in Asia. The outdoor courtyard was divided into three areas to facilitate this three-way discussion, allowing teams to first engage in dialogue on the assigned topic. A crucial aspect of this approach empowered students to hold constructive discussions independently. When small groups of students struggled to generate meaningful ideas, I suggested they move to a garden with an inspirational view of Kinko Bay and Mount Sakurajima. This blue-sky approach, combined with the breeze from the ocean and an iconic symbol of the students’ hometowns in view instilled a magical effect. Students were able to ponder what-if scenarios and were creatively inspired by their wide-angle surroundings. This shift in perspective encouraged them to develop an international viewpoint and enriched their discussions.
Eventually, the insights gained from 30 minutes in this picturesque setting were brought back to the classroom, where students could continue for another 60 minutes to put their ideas in report form for the next steps in their project.
Although university classes in Japan are typically centered on traditional classroom learning within four walls for 90 minutes, I believe university classes should allow for outdoor learning and local fieldwork. I feel it is essential to utilize outdoor spaces to introduce variety and keep students motivated. Personally, I find the indoor classroom setting confining, and I thrive in environments that allow for exploration and interaction with nature. By integrating outdoor learning, we can create dynamic experiences that enhance student engagement and foster a deeper connection to the material. I will continue to assist classes that encourage students to take the initiative and develop an interest in the local community while deepening their understanding of their specialized fields.
References
McMurray, D. (2018). Active learning & active testing. Shibundo.
Nippon.com. (2024, May 8). Japanese birth rates highest in Okinawa and Kyushu municipalities. https://www.nippon.com/en/japan-data/h01975/
Simons, H. (2009). Case study research in practice. Sage. https://doi.org/10.4135/9781446268322
