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A New Framework for Planning
Presented By:
Ryan Brux – English Language Fellow, Tarapoto, Peru
Carlos Gabriel Medrano Melg...
Carlos Gabriel Medrano Melgarejo
15 years old
From: Tarapoto, Peru
ACCESS Student since October, 2012
Interests: Studying ...
 To discuss the purpose of Intensive English Camps
 To discuss a new framework for planning a camp
 To discuss consider...
 Camps give campers opportunities to use language in a
real setting
 Camps help to contextualize language – gives langua...
The Old Framework
 Activities focus primarily
on social use of language
 Activities generally not
very connected to one
...
 Where and when will the camp be held?
 Who will staff the camp?
 What are the camp objectives?
 What are your languag...
 Choose a theme that is neither too narrow nor too broad.
 Choose a theme that is relevant and of interest to your stude...
 Choose activities that support the theme being
explored
 Choose activities which can be used to support
language teachi...
 Held in San Miguel, Peru
 3 Days (Friday a.m – Sunday p.m)
 20 student participants from local ACCESS program
 3:1 Ra...
 Peace Corps Volunteers
 Bi-national Centers
 NGOs
 Volunteer Groups
 Fulbright ETAs
 Local Businesses
 Community G...
BEFORE the Camp
•Preview Material
•Increase awareness
•Build Interest
•Get students interacting
with one another
Alphabet Dancing
Knot Games
Balloon Pass
•Games provide
an opportunity
to get to know
one another.
•Teach language
through...
Factor in a variety of things when grouping students:
Age, Gender, English levels, Behavioral issues, Etc.
Exploring And Understanding
Your Surroundings
Nature Walk
Nature: Your First-
Aid Kit
Landscape Water Color
 a yellow banana
 a fast-moving river
 a village resident
 a white cloud
 a beautiful flower
 a tall tree
 a 4-legg...
 Movie in English
 Highly visual
 Students use a graphic
organizer to write down
as many things as they
see throughout ...
Teach theme-related content through
visual, hands-on workshops
Nap Time
Swim Time
Play Time
Invite students to reflect upon their camp experience:
What have they liked?
What have they learned?
What are some of the best things about attending an
English Immersion camp?
Do you think attending a camp helped you to le...
Check out our YouTube video!
http://www.youtube.com/watch?v=RDLUkTtG6mE
www.ultimatecampresource.com
A great resource for ...
For more information, contact us!
ryanbrux@gmail.com
[RELO] The Contextualized English Camp
[RELO] The Contextualized English Camp
[RELO] The Contextualized English Camp
[RELO] The Contextualized English Camp
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[RELO] The Contextualized English Camp

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Presented by ELF Ryan Brux and English studen Carlos Gabriel Medrano Melgarejo

Published in: Education
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[RELO] The Contextualized English Camp

  1. 1. A New Framework for Planning Presented By: Ryan Brux – English Language Fellow, Tarapoto, Peru Carlos Gabriel Medrano Melgarejo – ACCESS student, Tarapoto, Peru
  2. 2. Carlos Gabriel Medrano Melgarejo 15 years old From: Tarapoto, Peru ACCESS Student since October, 2012 Interests: Studying English and Singing Dream: to one day study abroad in the United States
  3. 3.  To discuss the purpose of Intensive English Camps  To discuss a new framework for planning a camp  To discuss considerations when planning a camp  To discuss various themes and activities possible  To look more in-depth at various activities that can be adapted and used at summer camps  To show how easily language and content can be taught through camp activities
  4. 4.  Camps give campers opportunities to use language in a real setting  Camps help to contextualize language – gives language real purpose!  Camps support social and academic use of language  Camps teach students how to work together collaboratively to accomplish common goals.  Camps support existing classroom instruction and invite further inquiry. Camps are just plain fun!
  5. 5. The Old Framework  Activities focus primarily on social use of language  Activities generally not very connected to one another  Less focus on language construction  Little to no reflection  Less consideration of context (environment)  Activities are used to support all 4 skills  Carefully planned, thematic activities support a specific content area.  Activities help facilitate language construction  Reflective learning  Language is highly contextualized. The New Framework
  6. 6.  Where and when will the camp be held?  Who will staff the camp?  What are the camp objectives?  What are your language objectives?  What materials/resources will you need?  What is your budget cost/participant?
  7. 7.  Choose a theme that is neither too narrow nor too broad.  Choose a theme that is relevant and of interest to your students.  Choose a theme from which a variety of activities can support. Possible Themes: The Civically Engaged Student Healthy Choices, Healthy Lives The Local Environment Developing Leadership Skills The Road to College Other Themes?
  8. 8.  Choose activities that support the theme being explored  Choose activities which can be used to support language teaching goals.  Choose activities that invite further inquiry for later classroom instruction.  Choose activities that invite students to ‘do’, to explore, to grow.
  9. 9.  Held in San Miguel, Peru  3 Days (Friday a.m – Sunday p.m)  20 student participants from local ACCESS program  3:1 Ratio (Students : Adults)  Theme: “It’s a Jungle out There”
  10. 10.  Peace Corps Volunteers  Bi-national Centers  NGOs  Volunteer Groups  Fulbright ETAs  Local Businesses  Community Groups  Local Government  Embassies  Pre-Service Institutions
  11. 11. BEFORE the Camp •Preview Material •Increase awareness •Build Interest •Get students interacting with one another
  12. 12. Alphabet Dancing Knot Games Balloon Pass •Games provide an opportunity to get to know one another. •Teach language through games
  13. 13. Factor in a variety of things when grouping students: Age, Gender, English levels, Behavioral issues, Etc.
  14. 14. Exploring And Understanding Your Surroundings Nature Walk Nature: Your First- Aid Kit Landscape Water Color
  15. 15.  a yellow banana  a fast-moving river  a village resident  a white cloud  a beautiful flower  a tall tree  a 4-legged animal  an old bridge  a dirt road  a green plant  an example of deforestation  a relaxing place  X
  16. 16.  Movie in English  Highly visual  Students use a graphic organizer to write down as many things as they see throughout the film  Comprehension Questions guide students to better understanding.
  17. 17. Teach theme-related content through visual, hands-on workshops
  18. 18. Nap Time Swim Time Play Time
  19. 19. Invite students to reflect upon their camp experience: What have they liked? What have they learned?
  20. 20. What are some of the best things about attending an English Immersion camp? Do you think attending a camp helped you to learn more English? What about American Culture? Would you attend another camp in the future? Other questions for Carlos?
  21. 21. Check out our YouTube video! http://www.youtube.com/watch?v=RDLUkTtG6mE www.ultimatecampresource.com A great resource for planning camp activities. Exploring a summer English Camp Experience in China: A Descriptive Study, found at http://www.asian-efl- journal.com/pta_feb_06_mw.pdf Great research about camps’ impact on learning and teaching! Find out more about ACCESS programs worldwide! http://exchanges.state.gov/non-us/program/english-access- microscholarship-program
  22. 22. For more information, contact us! ryanbrux@gmail.com

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