Date of Award
Spring 5-18-2024
Document Type
Honors Project
University Scholars Director
Dr. Joshua Tom
First Advisor/Committee Member
Dr. Katya Nemtchinova
Second Advisor/Committee Member
Dr. Liz Gruchala-Gilbert
Keywords
Language Summer Camp, Language Learning, Language Education, Culture, Raciolinguistics, Elementary-Age Learning
Abstract
The United States is becoming an increasingly diverse county. Young children are at the best age to learn about language and race, but the way that language programs address the intersection of language and race echoes the issues present in the rest of society. Learning a language in a racially diverse environment improves racial attitudes, but the only way to get to the root of the issue of inequality among individuals who speak another language, have a different culture, or are a part of a different racial group is to discuss the topic of inequality in the United States directly.
Language summer camps are a part of the larger education system in the United States, yet they have unique advantages because of the informal, generally less curriculum-driven environment. Language summer camps claim to provide linguistic and cultural immersion. Many camps choose to focus on one or the other, with the majority placing a focus on language. However, language is intrinsically tied to culture and race. By avoiding discussing these topics, White children learn that language is just a tool and tend to view themselves as superior to their racialized bilingual peers.
Recommended Citation
Bruggeman, Mary M., ""Can you just speak normal?": How language summer camps affect White children's participation in the linguistically, culturally, and racially diverse United States" (2024). Honors Projects. 217.
https://digitalcommons.spu.edu/honorsprojects/217
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