JUANITA BLACKTON AND ALLA McCAUGHEY

United States and Belarus

Boost English Language

Learning through a
Camp Experience

A
s the demand for opportunities to learn English grows throughout
the world, parents and educators are looking for innovative ways
to engage students in English-learning opportunities. Perhaps
your school or municipality will seek to initiate an English Camp to
be on trend with this growing need. Or perhaps, like many go-getter
teachers, you wish to initiate such a program on your own. This article
explains the basics of designing and organizing a themed English
Camp. The process is illustrated by examples from camp programs
that were designed as Open Educational Resources (OERs) by English
teachers in Belarus, beginning in 2021. The programs are the product of
a course organized and facilitated by the authors of this article.

BENEFITS OF ENGLISH CAMPS WHAT AN ENGLISH CAMP IS NOT

English as a foreign language (EFL) immersion As experts project school-aged language

camps organized during school holidays minorities (e.g., English language learners
benefit all stakeholders: language learners, [ELLs]) living in the United States to reach
their parents, schools, and language teachers. 40 percent by 2030 (McNeir and Wambalaba
At such camps, language learners get a 2006), some people outside the United
chance to experience massive exposure States have mistakenly labeled after-school
to English through fun, engaging activities and summer day programs as “American
and meaningful communication outside the English Camps.” The needs of American
formalities of a classroom. The learners’ ELLs are much different than those of EFL
parents do not have to worry about their students in other countries. While it is
children’s safety and the quality of their true that American after-school programs
children’s free time during a school break. incorporate opportunities for students
For schools, English Camps are extracurricular to increase English acquisition in a less
programs that keep their learners busy with formal academic setting (London, Gurantz,
developmental experiences. For language and Norman 2011; Maxwell-Jolly 2011;
teachers, such camps are unique experiences Holstead and Doll 2015), many programs
that enhance their professional development offer a more holistic design that addresses
and often lead to incorporating camp the social and emotional needs of not only
strategies, approaches, and techniques the students themselves, but also their
into lessons. families. In many cases, these programs

2 ENGLISH TEACHING FORUM 2 02 4 americanenglish.state.gov/forum

 The focus of such camps is to provide the language learners
(campers) the opportunity to experience the English language
at the intersection of production and social interaction in a fun
environment that is free of corrections, testing, and judgment,
and that lowers the affective filter of the campers.

enlist counselors who can address trauma in their use of English back to their
caused by fleeing war-torn home countries classroom and continue to thrive as well
and help both students and family members as demonstrate enhanced self-esteem,
integrate into their new communities self-confidence, and inner motivation.
(Bhattacharya and Quiroga 2011; Tran and EFL English Camps create a safe
Hodgson 2015). American English Camps environment that allows participants to
are only one model for English immersion take a break from academic activities but
camps, and it is different from what we still have quality time for social, emotional,
describe and promote here. physical, and cognitive development.

WHAT AN ENGLISH CAMP IS CHOOSE A THEME

EFL English Camps are usually held during The first step in creating an EFL English
a break in the school calendar. The focus Camp is selecting a theme or focus of the
of such camps is to provide the language camp. Camp programs can be designed
learners (campers) the opportunity to around different aspects—for example,
experience the English language at the a skill (Drama Camp, Coding Camp,
intersection of production and social Chess Camp, etc.); a project (Special Days
interaction in a fun environment that is on the Calendar, etc.); or a theme
free of corrections, testing, and judgment, (The Environment, Video Games,
and that lowers the affective filter of the Superheroes, etc.). This article focuses on
campers. EFL English Camps go outside theme-based camps. However, regardless of
structured classroom walls and beyond the the aspect or theme chosen, the following
limitations of a textbook and its associated five considerations will be useful when
pressure and stress, thereby following planning your EFL English Camp.
Stephen Krashen’s input hypothesis of
“i + 1 = comprehensible input” and his Consideration 1: Any Choice Can Be a Success
affective-filter hypothesis of reducing “Language is everywhere.” One foreign-
stress-producing learning paradigms language instructor repeated that mantra
(Lightbown and Spada 1999). At EFL English every day in her 16-week Methods course.
Camps, grammatical corrections are kept It doesn’t matter if the chosen theme is
to a minimum while facilitators encourage “Space,” “Pirates,” or “Time Travelers,”
the campers to try using new vocabulary, you will be able to find suitable materials
sentence structures, and verbal expressions available to construct a week of English
on their own, without fear of opinion from immersion for your campers. Remember
the facilitators or from other campers. that any aspect or theme for camp can and
In short, the goal is for the campers to should be adapted to physical activity, games,
learn to become uninhibited while working higher-order thinking skills, crafts, and
through their own English communication possibly food. Everyone likes snacks, right?
and expressions. The hope is that the The idea is to make your camp as
campers take their newly found confidence non-academic in nature as possible.

americanenglish.state.gov/forum 2024 ENGLISH TEACHING FORUM 3

 The hope is that the campers take their newly found confidence
in their use of English back to their classroom and continue to
thrive as well as demonstrate enhanced self-esteem,
self-confidence, and inner motivation.

When choosing a theme or an aspect, financial resources to create an English Camp.

you should: All you need is a visionary mind.

• choose what is age-appropriate; Consideration 3: Create a Themed

Atmosphere
• choose what you and your colleagues enjoy Take the campers magically into another
and know something about; and realm where English is experienced in a
clever new way. Allow them to realize English
• make the role of the facilitator as much fun through their senses and curiosity and through
for yourself as you hope the role of camper adventure, surprise, and novelty. Think about
will be for the participants. what never happens (or almost never happens)
in a classroom and incorporate it into the
It is okay to choose a theme covered by a camp experience. Walking into a magical
curriculum. On top of going deeper into portal or crawling through a maze of strings
the topic, the campers will have a chance to to enter the camp location is a great way to
use the language they have already gained in help the campers make a mental shift from
school lessons. To make the familiar content learning English to sensing English. While
more attractive, camp facilitators can find a you and your facilitator team want to create
corollary to the theme that might bring a new as much of that themed atmosphere from the
dimension the campers will likely not see in very first day, you can engage the campers
the classroom. in expanding the theme through their own
crafts, which they use to help decorate the
Consideration 2: Use What Is Available themed environment.You and your facilitator
Determine how much help you will have in team will want to plan how the themed
implementing your camp project. If you have environment can be shifted from day to day
outside funding, either through your host and enhanced to make it continually engaging
school, volunteers, or a third party, you may for the campers, allowing their craft projects
have themed T-shirts for the campers, to add to the excitement of the theme as it
a related field trip, or other bonuses to builds to the last days.
enhance the camp adventure. However,
if you are like most facilitators, once you Consideration 4: Take the Campers Outside
pull together your team of like-minded and the Classroom as Much as Possible
dedicated volunteers, you will allow the Finding the right facilities in which to hold the
creative juices to flow and look at cardboard camp is an important decision. The campers
boxes, plastic water bottles, and packing don’t want to walk into a classroom during
peanuts in an entirely new and innovative a school break. If you have access to parts of
light. The point is that you do not need a lot of a school facility other than classrooms, get

You do not need a lot of financial resources to create an

English Camp. All you need is a visionary mind.

4 ENGLISH TEACHING FORUM 2 02 4 americanenglish.state.gov/forum

permission to use those areas. If weather and An English Camp can be a perfect pedagogical
space allow for outside facilities and activities, lab for EFL teachers where they can:
incorporate that space as much as possible into
your themed experience. Of course, there are • work with a partner or in a team;
times when all you have is a classroom, so do
your best to hide anything that looks like a desk • try new formats of activities and new
(especially the teacher’s desk). Use tablecloths approaches and techniques that—after
to cover desks and turn them into mazes. Have being tried out at the camp—can be
participants bring in cushions and sit on the successfully incorporated into English
floor, but don’t have them sit at their desks with lessons;
you standing in the front of the room! Engage
them with suggested themed clothing they • take learners outside camp facilities by
can wear on different days of the camp or have going on field trips;
materials available for them to make themed
hats or masks as some of their craft activities. • bring English into camp by inviting
English-speaking guests or activity leaders;
Consideration 5: Accept and Enjoy Your New
Educator Role • make their own choices outside of
English Camps are often organized by curriculum parameters by designing,
schoolteachers who—through years of adapting, or adopting themed materials and
experience—have worked out certain views activities;
of their educator role; however, English
Camps are a totally different language- • create multidimensional worlds for
learning environment from the classroom. camp themes by planning activities and
Schoolteachers should be aware of those experiences that address multiple aspects
differences and be open to the opportunities of a child (physical, emotional, social,
that English Camps offer. cognitive, linguistic, creative, etc.);

THEME A House in Academy of

Eco Kids Video Games Time Travelers
the Wood Superheroes

Age of
8–10 years 10–12 years 10–13 years 11–13 years 11–14 years
Campers

Topics for 1. Belarus 1. Ecology 1. Game On! 1. Personal Identity 1. Jurassic Period
Days 1–5 2. The UK 2. Animals 2. Smart Me 2. Eco Awareness 2. Ancient Egypt
3. The USA 3. Recycling 3. Healthy Me 3. Art 3. Middle Ages
4. Australia 4. Transportation 4. Creative Me 4. Professional 4. Future
5. Drama 5. Humans 5. Game Over! Orientation (Jobs) 5. Modern World
Performance 5. Media Literacy

QR Code

Note for the theme “A House in the Wood”: While each of the days of the program has been set up with country-specific activities, any English-speaking
country may be “visited,” and all activities are interchangeable.

Table 1. Schedules for five OER camp programs with details and QR codes

americanenglish.state.gov/forum 2024 ENGLISH TEACHING FORUM 5

 [The Legend] can be a mystery, a problem to solve, a clue to
find, a villain to vanquish, or something else, determined as
a mission for the campers. It will help unite the days and
build to the final day of victory and success for the campers.

• see language learners in a new light and let least one activity every day. (Scan the
them shine and reveal their nonacademic QR code in Table 1 for an example Legend
skills and talents; and for the “Academy of Superheroes” program.)

• use their own talents. To introduce the Legend, read a letter such as
this one:
SCHEDULE A THEME-BASED PROGRAM
Help! Our planet Superastra is in
Once you choose a theme for your program, danger! We need Superheroes. Are you
brainstorm topics to explore within that a Superhero? If not, please join the
theme. This will help you plan daily schedules Academy and get trained.You only have
for your program. five days to save our planet!

Table 1 provides a list of five OER-themed PLAN A BLOCK SCHEDULE

camp programs with details: age of campers,
topics for daily exploration, and QR codes Once the theme has been developed, the
that lead to packages of materials (daily next component of camp design is setting the
schedules, printables, and other materials) schedule of activities. One of the principal
that you are welcome to explore and use. goals of an English Camp framework for
language learning is the desire to lower the
CREATE A LEGEND campers’ affective filter while negotiating the
complexities of language acquisition. Setting
The Legend is a functional gamification up a consistent and reliable schedule for the
element that is introduced on the first day of campers is a simple way to help them acquire
camp and woven throughout the theme. It a feeling of safety and predictability. A simple
can be a mystery, a problem to solve, a clue to block schedule that is repeated daily helps the
find, a villain to vanquish, or something else, campers anticipate what each day will hold.
determined as a mission for the campers. It In a moment, we will address the first and
will help unite the days and build to the final last days as separate topics due to the unique
day of victory and success for the campers. activities required by those two days. For now,
You may decide to open the Legend with an we will concentrate on the middle days and
original story and continue the story each day the related types of activities.
until the conclusive denouement on the last
day.You may “discover” a missing piece of an Functional Elements
important part of the theme and challenge In Table 2, activities are listed as functional
the campers to help you find the clues to its elements—that is, the types of activities that
location throughout the week. A total stranger may be scheduled into blocks of time each
may race through the camp distressed at the day. The number of blocks of activities per day
oncoming asteroid about to scrape the nearby depends on the length of the daily program
soccer field, and only the campers can save and the duration per activity. To illustrate,
the day. Whatever you decide to use as the a program might have a daily block of time
Legend, be sure you incorporate it into at designated for a dance or music of some

6 ENGLISH TEACHING FORUM 2 02 4 americanenglish.state.gov/forum

 Functional Element Methods of Using the Element
(Fixed) (Flexible)
• warm-up to get the day started
• creating a song as part of the theme
• add dance steps to a song or music with instruments the
Song/Dance/Music campers make
• learning songs as a language focus (e.g., finding the words that
rhyme, picking out theme-related words)
• warm-up to get the day started
• part of the Legend (e.g., a relay race to build points needed to get the
Legend clue)
Physical Activity • experiential learning (see the “Incorporate Experiential Learning”
section of this article)
• energy release or time filler
• part of the creative environment (e.g., crafts stay at the facility and
are incorporated into the theme décor throughout the week)
Crafts • homework activity (e.g., bring a theme-related item of clothing
for “Hat Day” or “Special Color Day”)
• daily takeaway
• warm-up to get the day started
• learning vocabulary related to the theme through playing board
games, completing a scavenger hunt, and singing themed songs
• creating the first-day rules on safety and respect
• learning how to ask and answer theme-related questions in English
Language Focus • understanding and relaying directions in English
• extending language development (e.g., changing statements into
questions, changing tenses)
• using circumlocution as a method of finding and expressing
meaning
• daily objective presented in the form of:
• a story
• a scavenger hunt
• an acrostic (e.g., finding a letter a day to spell a word by the
end of the week)
Legend • clues to an escape room
• development of the theme from day-to-day
• culmination to the final ceremony and finishing the theme (e.g.,
completing an acrostic, gathering all the pieces of a puzzle to make
the final picture)
• daily journal in audio or written form
• feelings thermometer (a tool for helping children name their
Mood Tracker feelings and rate their intensity)
(Reflection Tool) • mood chart (a tool similar to the feelings thermometer, but in the
form of a chart)
Table 2. Functional elements and methods of application

sort, such as singing a particular camp theme of time may be designated “Song/Dance/
song, learning a new dance, or creating music Music,” the method of using this element
using instruments specifically associated with may be to learn the vocabulary of a song
or created for the theme. While the block or practice dance moves associated with a

americanenglish.state.gov/forum 2024 ENGLISH TEACHING FORUM 7

 The first day will set the tone of the entire camp, so make it
fun and pull down the affective filters as fast as possible.

cultural theme.You can be flexible in the ways location yet, it’s okay if they miss an opening
you use the functional element each day. This song or a game, whether it is physical or
is important in the development of the camp language-oriented. This is an opportunity
schedule; while you want to create stability to engage the campers and fill in time
in the schedule, you don’t want to resort to while you wait for late arrivals, without
a redundant agenda that the campers lose causing unnecessary stress for them or for
interest in by the fourth day. you as facilitator.

The functional elements have the flexibility Board Games and Card Games
of (1) leading or supporting the direction of Integrate board games and card games
the daily theme activities or (2) providing into your theme to add variety to the daily
physical and/or mental distraction when the block schedule and to give the campers
campers appear to be overwhelmed by or opportunities to use the same vocabulary
inattentive to the scheduled tasks at hand. and grammatical structures in multiple
In the latter case, rather than allowing the versions, thereby enhancing their learning
campers to fall into poor social patterns or proficiency through spaced repetition.
L1 distractive behavior, the facilitator may One source of such games and templates is
choose to insert an already successful song Activate: Games for Learning American English,
or physical activity that re-engages the which is available for free download at
campers and brings them back to the main the American English website: https://
focus of the daily activities. The idea is to americanenglish.state.gov/resources/
have several secondary functional elements activate-games-learning-american-english
available that can be used to help guide the
campers’ attention back to the theme and
structure of the camp. If an activity needs
to be dropped due to time constraints, that
is perfectly acceptable. Again, the goal of the
camp is not to follow a rigid schedule but
to give the campers an immersive English
experience that doesn’t stress them—or
the facilitators—by trying to meet self-
imposed deadlines.

MAKE ADDITIONS TO YOUR THEME Game Shows

Game shows are television programs in
Now that you understand the structural which people compete to win prizes. Game
framework of an EFL English Camp, shows can be an exciting addition to any
we will describe specific things that can be camp program, as the formats of most
added in order to enhance the theme and game shows can be contextualized to your
separate out functional elements into camp theme. For an English Camp, game
diverse components. shows are beneficial for many reasons.
First, they typically use accessible and
Warm-ups engaging language that develops learners’
Begin each day with a warm-up. If all the vocabulary and various language skills.
campers have not made it to the camp Also, such activities often require quick

8 ENGLISH TEACHING FORUM 2 02 4 americanenglish.state.gov/forum

 [A closing ceremony] is an opportunity to let colleagues,
the community, and future stakeholders know
about the impact that the English Camp can have
on the youth in their community.

thinking and strategic planning, which can ALSO, CONSIDER THIS

improve learners’ critical-thinking and
problem-solving abilities as well as other life Duration of Camp
skills. Examples of television game shows EFL English Camps are structured to last a
applicable to English Camp are Jeopardy!, minimum of four hours per day, but usually no
Wheel of Fortune,Who Wants to Be a Millionaire, longer than six hours. The actual length each
Family Feud, Minute to Win It, and Name That camp day lasts depends on multiple factors:
Tune, among others.
• the length of time facilitators have access to
If you Google any of those, you might be a camp location;
discouraged by how much equipment the
shows use. However, at a second glance, you • the age of the campers (older campers can
will see ways of adapting the game show you manage a longer day); and
choose and making it happen with very few
resources. For example, instead of a huge • the facilitators-to-campers ratio that the
spinner wheel for Wheel of Fortune, you can camp has been structured to meet (the
use a small spinner made from cardboard, a more facilitators are involved, the more
few dice, or an online spinner (e.g., Spin the activities can be offered to campers).
Wheel app). Depending on the technology
you have available, you may be able to use The Ratio of Camp Facilitators to Campers
manual buzzers or have the necessary clues Historically, one facilitator to ten campers is
written on paper. If you have internet access, a good ratio, but that ratio is recommended
you can design your own Jeopardy! online for shorter time frames, or if there is only one
game board by using the JeopardyLabs website camp facilitator for the camp. If longer camp
(https://jeopardylabs.com/). While this days are preferred, the facilitator-to-campers
website urges you to “join,” you can build a ratio should be closer to one to five.
simple game for free.
It is also possible to structure the daily
activities for larger groups so that a facilitator
chaperones ten campers around to different
functional-elements activity “bases,” where
other facilitators are specialized to lead
physical activities, songs and dances, or
theme-based story-time activities on a
rotating basis. This rotating schedule works
well for English Camps with more than
20 campers and has been effectively utilized
in camp structures with over 150 camper
As a helpful suggestion, when using any web- participants. The downside to this type of
based game shows, prepare your questions rotation schedule is that one facilitator is
in advance and keep all your passwords for needed per ten campers and then at least one,
future access. and preferably two or three facilitators,

americanenglish.state.gov/forum 2024 ENGLISH TEACHING FORUM 9

 Instead of studying English, language learners at
camp are exposed to massive comprehensible input,
and through participating in tailored activities,
they pick up the language whenever they are ready.

are needed for each functional-element PLAN THE BEGINNING

activity. The facilitator who is assigned
to chaperone the ten campers is usually The recommendations above aim at helping
designated as the facilitator who provides you plan the main stage of an EFL English
the most English immersion and language Camp in a standardized way. However,
focus for the campers. In essence, the the first and last days of camp will require
facilitators become specialists in their specialized consideration to help the
functional elements when using a rotating campers successfully matriculate through
schedule, whereas facilitators using the their camp experience.
block schedule are leaders in all the
functional-element activities for The first day will set the tone of the entire
the campers. camp, so make it fun and pull down the
affective filters as fast as possible. The focus
Snacks and Water on the first day needs to be on helping the
Another consideration in designing the campers get to know you as the facilitator,
block schedule is whether snacks will be one another as peers, and the English Camp
provided. This consideration depends not process. This first day will include games
only on how long the camp will last but focused on getting-to-know-you icebreakers
also on the cultural rules regarding and bonding activities that build trust among
hospitality and durations between meals. the campers. It will also focus on going over
In some cultures, it is always appropriate the camp rules related to respect and safety.
to include food as part of any social event. Although going over the rules may seem
As hosts of the English Camp, you may be trivial and boring, rules are a vital part of
required to provide refreshments of helping the campers understand they are in a
some sort to meet cultural protocol. safe place and with adults who will be their
Make sure both your schedule and advocates in learning English, not adults who
your budget provide for those cultural are there to judge their English proficiency.
expectations. Of course, this is another way
to tie that block of time into your themed A good way to help campers learn they are
camp by either having the campers create safe in expressing their emotional comfort
their snack, renaming common treats with is to wrap up each day at camp with a group
theme-based titles, or bringing in treats or individual reflection activity that engages
related to your theme. a mood tracker that can be emoji-based,
color-based (e.g., green = happy; yellow =
Remember to arrange for your campers’ not sure; red = unhappy), or some other form
hydration, medical, and sanitation needs. of emotional self-expression. The campers
can reflect on their mood during the day at
Parental Consent camp, their favorite activity, or their favorite
If your camp is affiliated with a school, word of the day. A daily reflection routine
consult with the administration regarding is another tool for the campers’ vocabulary
requirements for parental consent and enhancement, as they use adjectives to
medical authorizations. describe their emotions and experiences.

10 ENGLISH TEACHING FORUM 2 02 4 americanenglish.state.gov/forum

However, if campers are at different language- agents to finance field trips for future English
ability levels, reflection can be approached Camps, possibly to businesses and historical
differently: lower-level participants can or cultural locations. In any event, the more
use the L1, emojis, and a lot of verbal and you can publicize an English Camp experience
nonverbal support to produce controlled through invitations to the closing ceremony,
or semi-controlled language; higher-level the more likely you will see the camp model
participants, meanwhile, can use reduced carried forward in future years.
scaffolding to produce less scripted outcomes.
The closing ceremony is an opportunity for
The first day might include more L1 guidance the campers to run their victory lap when
than the rest of the week.You will need to it comes to their gain in English proficiency.
gauge the comfort level of your campers and The focus is on them and what they have
adjust accordingly. Once again, the goal is accomplished individually and collectively
to help the campers feel safe in their English during the camp. To make the ceremony
proficiency and learning experience. a success, the facilitators need to invest
themselves in the learning process of each of
PLAN THE END the campers. What were their individual wins?
Where did they struggle and then ultimately
An excellent way to promote future EFL overcome? The closing ceremony is never
English Camps is to have a closing ceremony about camp, its theme, or the facilitators;
for the campers on the last day. This is an it is about how the campers have overcome
opportunity to let colleagues, the community, their fear of English and challenged it for
and future stakeholders know about the success. The closing ceremony can also
impact that the English Camp can have on the be a time for certificates to be awarded
youth in their community. Consider inviting to campers; the certificates acknowledge
everyone who has, or who could have, a each camper’s personal growth through the
vested interest in the success of EFL English identification of character traits (steadfast,
Camps. This doesn’t mean that the ceremony persistent, kind, dependable, courageous,
needs to be an Academy Award–winning etc.). Each certificate is signed and dated as a
performance by you or by your campers. testimony that that camper has accomplished
It is simply an opportunity to get the something that the facilitator took note of
highlights of the last week in front of and honored. For some of the campers, that
people who may be willing to carry the certificate of accomplishment will propel
English language vehicle forward for future them on to confidence in their continued
applications. Stakeholders do not necessarily language learning and in their personal
have to be those with financial resources. development because an authority figure saw
These could be parents in the community them as an individual and acknowledged them
who want to volunteer as future facilitators as a valuable treasure.
or teachers who are willing to learn more
about the program. However, there is also In addition to honoring the campers, the
the possibility of encouraging community closing ceremony should be a time of

Day 1 / First Day Main Substance Day 5 / Final Day

Day 2 Day 3 Day 4
See the “Plan the Opening-the-day routines See the “Plan the
Beginning” section of Activities: Types and duration depend on the End” section of this
this article length of the day at camp article
Closing-the-day routines
Table 3. General template for a five-day camp

americanenglish.state.gov/forum 2024 ENGLISH TEACHING FORUM 11

 reflection on the fun activities and learning Tip 1. Lead by example; that includes how
that took place throughout the camp. If there you use your English. If English is your L2,
was a camp song, then sing it; if there was make sure you are thoroughly comfortable
a camp dance, then perform it and teach it using the vocabulary of the theme you
to the audience. Celebrate the entire camp have chosen.
experience as profoundly as you can because
the final ceremony may be what you and the Tip 2. Rehearse giving instructions in English
campers will remember most. It isn’t the so you won’t fall back into giving instructions
end of a week; it’s the creation of a lifelong in the L1 once the camp begins.
memory for all of those who participated.
Make the memory last. Tip 3. If the campers struggle to give
clear answers, learn the technique of using
EXAMPLE OF A GENERAL TEMPLATE FOR circumlocution to help them negotiate
A FIVE-DAY PROGRAM SCHEDULE meaning; they can work around words they
are unfamiliar with by using familiar words,
Now that you know the main blocks that synonyms, facial and hand gestures,
usually make up a camp program, you can and pantomimes.
draft a schedule. The template in Table 3 shows
a schedule for a five-day camp. If you have Tip 4. If the campers do not understand what
more days, add them to the main substance you are telling them in English, try to adjust,
part of the program, but keep the first and last simplify, and accommodate your English
days of the camp special. rather than switching to their L1. Support
your English instructions with modeling
CAUGHT NOT TAUGHT and demonstration.

An EFL English Camp is an informal Tip 5. As a facilitator, ask questions rather

language-immersion environment where than give answers. Have the campers explain
the target language is not explicitly taught their meaning to you even if they do it in
and language proficiency is not measured. their L1. When that happens, you can say,
Instead of studying English, language “Do you mean … ?” and translate their words
learners at camp are exposed to massive into English. Human nature may lead them
comprehensible input, and through to restate their meaning in English once they
participating in tailored activities, they pick have been given the correct words. Help them
up the language whenever they are ready. repeat the correct words and grammar each
At camp, there are no expectations for how time a learning opportunity arises.
many linguistic items a camper is supposed to
learn. The focus is on meaningful interactions Tip 6. Give the campers time to think when
and activities, not on the correctness of you are giving instructions in English. This
language forms. may include allowing them to process English
instructions in their L1 with their peers
STAY IN ENGLISH before they give an answer in English. The
important thing is they are working out the
At first, facilitators at an EFL English Camp answer themselves and not looking to you to
might feel uncomfortable using the target give them the answer.
language nonstop. They often do not have
such a habit. The same relates to language Tip 7. Make the communicative task a game
learners who sign up for camp. This feeling is by using clapping, pointing to the next person,
acceptable and will go away soon. Just keep or dropping a word with a questioning gesture
returning to English each time you or your so that campers may guess what the next
campers derail. Below are seven tips designed word is. One purpose of having a theme is to
to help: recycle the vocabulary throughout the camp.

12 ENGLISH TEACHING FORUM 2 02 4 americanenglish.state.gov/forum

 By implementing experiential learning into the framework
of an English Camp, you can challenge the campers
to push the use of the L2 within their proficiency level.

This is an opportunity to help the campers but they would not have been challenged
build confidence in using the words and to learn English. Their partner will have
grammar structures they are learning. done all their translating for them. The goal
of differentiated learning is that learning
DIFFERENTIATE YOUR INSTRUCTION takes place at all levels for all campers at an
individual level. The campers participate
An EFL English Camp, by design, has few in group activities, but they contribute
entrance requirements for the campers. The individually to the goals of completing the
only limitation might be a certain age range. group activities at the proficiency level they
Therefore, the campers will come into the are most comfortable with.
experience with a wide range of English
proficiencies. As the facilitator, you will need INCORPORATE EXPERIENTIAL LEARNING
to integrate all the proficiency levels into
an enjoyable and engaging experience for By definition, experiential learning is a
everyone. No one can be left out. “learning by doing” process that engages
the learner in a well-planned, supervised,
Table 4 offers a visual representation of how and reflective activity that promotes
any type of activity can be differentiated higher-order thinking skills. It is a derivation
for multiple proficiency levels by providing of D. L. Kolb’s Learning Cycle, which
different groups of language learners with identifies four steps within effective learning:
different language input (the content); concrete learning, reflective observation,
by setting different tasks (the process); abstract conceptualization, and active
or by expecting different language output experimentation (Kolb 1984). Within the
(the product). context of EFL English Camps, experiential
learning usually involves some type of
Do not fall into the trap of pairing higher- physically challenging game or a group
proficiency campers with lower-proficiency activity that is not competitive. The campers
campers. Otherwise, by the end of the week, are given a limited set of instructions and told
the lower-level campers may have had fun, to come to a specific solution. They may have

• amount of structure
• instructor-led introduction of content and follow-up
Content • resources (books, pamphlets, internet, realia, etc.)
• materials (worksheets, manipulatives, etc.)
• time allowed
• level of independence required (age/proficiency-based)
Process • number of steps needed for completion
• challenge level and complexity
• form of expression
Product
• different outcomes
Table 4. Differentiated instruction

americanenglish.state.gov/forum 2024 ENGLISH TEACHING FORUM 13

 to work against a time limit or design It is harder to find experiential-learning
a seemingly impossible construction. games designed for younger or lower-level
The purpose of the activity is for the group learners. They exist, but it takes research to
to engage as a team, solve problems, and find them.
work through to the solution. In most cases,
there is no single right answer to the dilemma. CONCLUSION

Experiential learning allows people to learn This article contains everything you will need
from natural consequences, mistakes, and to organize a successful week-long themed
successes, all of which are needed for lifelong EFL English Camp, including access to five
learning. At the debriefing stage, experiential completed packages of themed materials
learning involves: (by scanning the QR codes in Table 1). We
have identified the benefits to the students,
• a reflection of the process: “What worked, their parents, the school administration, and
what did not work, and why?” you as an educator. Now it is up to you to seek
a location, with approval from administration,
• critical analysis and synthesis: “What tools and find like-minded enthusiastic teachers to
were available to complete the task? What help design and facilitate the camp program.
didn’t the directions tell us?” Then, all you need are eager campers who
want to learn English while having fun.
By implementing experiential learning
into the framework of an English Camp, REFERENCES
you can challenge the campers to push the
use of the L2 within their proficiency level. Bhattacharya, J., and J. Quiroga. 2011. Learning
Some campers may use the L2 only when English and beyond: A holistic approach to
they are giving a reflective answer regarding supporting English learners in afterschool. Afterschool
the outcome of the activity. Others may Matters 14: 13–19.
accidentally slip into their L1 as they get Holstead, J., and K. Doll. 2015. Serving English
language learners afterschool. Mid-Western Educational
caught up in the excitement of the activity.
Researcher 27 (4): 383–389.
Still others may show progression Kolb, D. A. 1984. Experiential learning: Experience as the
throughout the camp into stronger use of source of learning and development. Englewood Cliffs,
English as they become more confident as a NJ: Prentice-Hall.
team player and contributor to the success Lightbown, P. M., and N. Spada. 1999. How languages
of the end goal. are learned. 2nd ed. Oxford: Oxford University Press.
London, R., O. Gurantz, and J. R. Norman. 2011.
A classic example of a higher-level The effect of afterschool program participation on
experiential-learning activity is Traffic Jam: English language acquisition. Afterschool Matters
https://brilliantpathways.org/wp-content/ 13: 22–29.
uploads/2019/04/traffic_jam_ Maxwell-Jolly, J. 2011. English learners and out-
teamwork.pdf of-school time programs: The potential of OST
programs to foster EL success. Afterschool Matters
14: 1–12. http://files.eric.ed.gov/fulltext/
EJ980180.pdf
McNeir, G., and M. Wambalaba. 2006. Literacy in
afterschool programs: Focus on English language
learners: Literature review. Portland, OR:
Northwest Regional Educational Laboratory.
Tran, D., and B. R. Hodgson. 2015. Meeting the
needs of refugee and immigrant students and
families in a culturally responsive way. Voices
in Urban Education 41: 7–15. https://eric.
ed.gov/?id=EJ1074917

14 ENGLISH TEACHING FORUM 2 02 4 americanenglish.state.gov/forum

Juanita Blackton has taught ESL/EFL at the university
level in the United States and internationally in the
United Arab Emirates, the Philippines, and China for
over 18 years. She has designed and held English Camps
in the United States and internationally in China,
the Philippines, Uganda, Guatemala, and Ethiopia.
Juanita has served as an English Language Fellow in
the Philippines and as an English Language Specialist in
Belarus. She is currently working on humanitarian aid
projects locally and within the African continent.

Alla McCaughey is an EFL educator with international

experience. She evolved from a classroom teacher to
a coursebook writer to a teacher trainer. In 2020, Alla
started a local project on implementing English day
camps in Belarusian secondary schools, resulting in
over 80 camps in two years. Now she is working on
making the project a global movement: https://www.
facebook.com/groups/englishbycampglobal

americanenglish.state.gov/forum 2024 ENGLISH TEACHING FORUM 15