Language Camp Models. References

Language Camp Models

There are many ways to design language camps. Some explicitly simulate life in an English-speaking country. Others teach language during intensive class blocks but do not explicitly include it during the rest of the day. Some keep campers divided strictly by language proficiency. Others divide by age and then loosely into more or less advanced groups. Some spend time focused on particular kinds of activities, such as extreme sports or performing arts.

It is clear that language camps have become an important part of the landscape for language learning for many reasons. Whatever form they take, they provide unique advantages and challenges for both learners and staff and an exciting adventure for all participants.

References

American Camp Association. (2019). Benefits of camp. Retrieved from https: //www. acacamps. org/campers-families/because-camp/benefits-camp

American Camp Association. (2019). The long-lasting benefits of camp. Retrieved from https: //www. acacamps. org/resource-library/parents/long-lasting-benefits-camp

Cummins, J. (1998). Immersion education for the millennium: What we have learned from 30 years of research on second language immersion. In M. R. Childs & R. M. Bostwick (Eds. ) Learning through two languages: Research and practice. Second Katoh Gakuen International Symposium on Immersion and Bilingual Education. (pp. 34-47). Katoh Gakuen, Japan.

Jeon, M. (2012). English immersion and educational inequality in South Korea. Journal of Multilingual and Multicultural Development, 33(4), 395-408

Jingyi, S., and Menfeng, Z. (2017). Summer camps: A dilemma for Chinese parents. The Telegraph. Retrieved from https: //www. telegraph. co. uk/news/world/china-watch/society/overseas-summer-camps-for-chinese-children/

Kohonen, V. (2006). Experiential language learning: Second language learning as cooperative learner education. In P. Aramayo Prudencio, and M. A. L. Armenta Ortiz (Eds. ), Foreign language English anthology (pp. 45-64). Mexico City: Secretary of Public Education.

Knutson, S. (2003). Experiential learning in second-language classroom. TESL Canada Journal, 20(2), 52-64

Lazaruk, W. (2007). Linguistic, academic, and cognitive benefits of French immersion. The Canadian Modern Language Review, 63(5), 605-627.

Startalk. (2019). About Startalk. Retrieved from https: //startalk. umd. edu/public/about

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