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ED226603.Pdf DOCUMENT RESUME7. ED 226 603 FL 013,513 AUTHOR Vines, Lois TITLE A Guide to Language Camps in the U.S.: 2. Languagein Education: Theory. and Practice, No. 53. INSTITUTION ERIC Clearinghomse on Languages andLinguistids, , Washington, D.C. SPONS AGENCY .National Inst. of Education (ED), Washington, DC. REPOST NO ISBN-0-87281-319-3 PUB DATE Mar 83 CONTRACT 400-82-0009 NOTE 71p. AVAILABLE FROMCenter for Applied Linguistics, Box 4866, Hampden Station, Baltimorex.MD 21211($9.00), PUB TYPE Information Analyses ERIC Information Analysis Products (071) --.;Guides - Non-Classroom Ilse (055) Books (010) EDRS PRICE MF01/PC03 Plus.,Postage. DESCRIPTORS Camping; dultural Activities; Day Camp Programs; *Extracurricular Activities; *Immersion Programs; Program Deicriptions; *Resident Camp Programs; Secondary Education; *Second Language Instruction ABSTRACT Language camps that provide language.immersionand cultural experiences for high schopl studentsoutside of the . classfoom are described. Descriptions of 49 campsin 26.states are arranged alphabetically by state andprovidi the names and addresses of sponsors and facts about the programactivities and fees. Two of the language camps programs are described indetail: a week-long French and SpOish camp sponsored by Ohio University,and a French weekend progrOm organized by two highschool.language teachers in Iowa. The two detailed descriptions coverstaffing, fees, activities, scheduling, special events, camp publications, andevaluetion. An annotated bibliography is appended. (RW) *********************************************************************** Reproductions supplied by EDRS are the best that canbe made * from the original docuMent. ***************************************4******************************* 'LANGUAGE.IN EDUCATION: (.1 Theory and Practice .53 t. Lois Vines A Guide to flf Language Camps in the U.S.: 2 U.S. DEPARTMENT OF EDUCATION "PERMISSION TO REPRODUCE THIS NATIONAL INSTITUTE OF EDUCATION MATERIAL HAS BEEN GRANTED BY EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) X This docurnent has been reproduced as, received from the person or organization ER(cle.LL_ originating it. Minor changes have been made to improve reproduction qu'ality. TO THE EDUCATIONAL RESOURCES 'Points of view or opinions stated in this docu. INFORMATION CENTER (ERIC)." ment do not necessanly represent official NIE position or policy. Published by ea Center for Applied Linguistics Prepared. by ERICClearinghouse on Languages and Linguistics NI:This publication was prepared with funding from the National Ihstitute of Education, U.S. Department of Education 'under con- tract no. 400-82-0009. The opinions ex- pressed in this report do not necessarily reflect the positions or policiee of NIE or ED. -.* ) Language in,Education: Theory and Practice ISBN: 0-87281-319-3 March 1983 Copyright C0 1983 By the Center for Applied Linguistics 3520.Prospect Street, N.W. Washington, D.C. 20007 Printed in the U.S.A. 3 LANGUAGE IN EDUCATION: THEORY AND PRACTICE ERIC (Educational Resourcei Information Center) is anationwide network of information centers, each responsible for agiven educational level or field of study. ERIC is supported by the National Institute of Education of the U.S. Departmentof Edu- develop- cation. The,basic objective of ERIC is to make current ments in educational research, instruction,and personnel prepa- ration more readily accessible to educators and membersof related professibns. ERIC/CLL. \The ERIC Clearinghouse on Languages and Linguistics (1-01Z7a1), one of the specialized clearinghouses in the ERIC system, is operated by the Center for AppliedLinguistics. ERIC/CLL is specifically responsible for the collection and dissemination of information in the general area ofresearch and application in languages, linguistics, andlAnguage'teach- ing and learning. LANGUAGE IN EDUCATION: THEORY AND PRACTICE. In addition to processing information, ERIC/CLL is also involved ininformation 0 synthesis and analysis. The Clearinghouse commissions recog- nized authorities in languages and linguisticsto write analy- ses of the current issues in.their areasof'specialty. The resultant documents,.,. .ended for use_byeducators and research- ers, are published undpr the titleLanguage in Education: Theory and Practice. The series includes practical gUides for classroom teachers, extensivestate-of=the-art'papers, and selected bibliographies. The material in this publication was prepared pursuantto a con- tract with the'National Institute ofEducation, U.S. DepdrtMent of Education. Contractors undertaking such projects under government°sponsorship are encouraged to express freelytheir judgment in professional and technical matters. Prior to publi- cation, the manuscript was submitted to theAmerican Council on. the Teaching of Foreign Languages for criticalreview and determination of professional competence. This publication has met such standards. Points of view or,opinions, however, do not necessarily represent the official view or opinionsot either ACTFL or NIE. This publicatiqn is not printed at the expense of the federal government. This publication may be purchased di'rectlyfrom the Center for Applied Linguistics. It also will be announced in the ERIC monthly abstract journal Resources in Education(RIE) and will . be available from the ERIC Document ReproductionService, Com- puter Microfilm International Corp.,P.O. Box 190, Arlington, VA number. 22210. See RIE for ordering information and ED For fUrther information on the ERIC system,ERIC/CLL, and , Center/Clearinghouse4publications, write to,ERIC Clearinghouse on Languages and Linguistics,Center for Applied Linguistics,' .3520 Prospect Street, N.W., Washington,D.C. 20007. Brphia Behrens, editor r CONTENTS Preface to the Second Edition vii :Introductibn 1 I. Language Camp Directory 3 II. Detailed Description of Two Language Camps 25 A. Ohio University's Week-Long Summer Language Camp ,25 E.. 'Europe Comes to Iowa: A Weeleend Language Camp 32 III. Annotated Biblidgraphy 43 5 4 PREFACE TO THE SECOND EDITION . When I first be4ln my resea=h on language camps in 1978, I was motivated by cur4lity. During the three previous years, I had helped direct a lawage camp for high school students on the campus of Ohio Univdksity. The camp was a highly rewarding ..- experience both for the students and the staff. I was inter- t ested in finding out how many language students across the . 'ecountry were offered a similar opportunity to improve their . skills. The desire to exchange ideas with other language camp organizers inspired my'effOrts to establish contact with cole ,leagues involved in similar projects. A search for articles on camps in language journals turned up 6 very little material that was up-to-date. I sent d question- naire to each.state foreign language consultant in August 1978 and'Obtained descriptions from 26 camp organizers in 17 states. The next step was to contact each organizer directly to verify details about his or her camp. Descriptions of these camps were published in the April 1980 edition of A Guide to Language Camps in the.United States. Since the publication of this guide, I have learned about additional language camps by word-of-moutht id announcements and articles appearing in language newsletters, and from the state foreign language consultants whomj contacted \,.s... again in February 1982.As a result of the recent search, I have been'able to identify 49 camp sponsors in 26 states. Only four of the caipedescribed in 1980 no longer take Place.I say "only" four because I am aware of the great amount of volunteer effort involved in sponsoring a language camp. Being able to .sustain that effort year after year shows the dedication of many language professionals. It.is gratifying to. note that the .. number of new language camps is increasing. I would like to thank my colleagues in many states who have taken the time to send information and materials on their lan- guage camps. I. am particularly impressed by the enthusiasm of camp organizers and their interest in sharing'their experiences with others. vii :1 wOuld also like to thank Sophia Behi.ens and the staff at the Center for Applied Linguisticslortheir invaluable help on tbe project. Lois Vines Ohio University viii INTRODUCTION Purpose For the past two decades language camps have been held regularly ' in the United States during the summer and on weekend* through- out the school year. The purpose of thii guide is to bring to- gether (1) descriptions of language immersion events currently - taking place across.the country, (2) detailed accounts of a week-long language ,camp and a weekend camp (presented here as working models for future sponsors), and (3) an annotatedbibli- ography of publications dealing with language camps. Definition The term "language camp" has been.chosen for purposes Of this guide because it is the most comer' term used for describing foreign language immersion events held outside the classroom. Although the events might alao e called institutes, villages, or live-ihs, or referred to by names in the target languages, they all (1) take place in a setting where the target language is spokvn almost continuously and used in everyday activities, (2) provide'the opportunity for participants to engage in foreign culture-related activities that are not traditiOnally part of the classroom curriculum, (5) involveparticipant's under the age of 18,(4) are nonprofit, and (5) are held in the United States. One-day programs.(sometimes called "Language Fairs" or "Language Days"), which focus
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