Socio-cultural implications of working at USA camps: A comparative analysis Andrea Conde Juárez

1. Socio-cultural implications of working at USA camps: A comparative analysis Andrea Conde Juárez Leonor Juárez García Presenta: Gema Arellano Faculty of Languages BUAP. 18th Annual Texas Language Education Research (TexLER) University of Texas at San AntonioFebruary 17-18, 2017

2. Some background information • The Faculty of Languages at the BUAP holds an extensive community of students who have worked at USA Summer Camps. These students have encouraged others to have this experience. • Most students´ experiences include comments toward the cultural differences they have perceived but also, interestingly toward the social and financial contextual situations in the Camps.

3. Introduction • This is an on-going study and part of a much bigger Project about Culture (English Language Learning and Culture) • In this part of the research, we present an analysis of the reasons Mexican and American students work at Summer Camps. We compare socio-cultural differences and explore participants´ feelings by means of Critical Discourse Analysis (Fairclough, 2004)

4. Purpose • The aim of this study is a two fold, on the one hand it intends to illustrate and compare the reasons why participants work at Camps; on the other hand, it seeks to enlighten the emotional issues mentioned by participants and analyze them critically with a socio-cultural approach.

5. Research Questions • What are the differences and similarities between Mexican and American participants´ reasons to decide working at USA Summer Camps? • How can these issues be explained in discourse under a socio-cultural perspective

6. Methodology • Context: All participants were in the same Camp- a Religious one. • Participants: 6 women • Three Mexican students aged 18,19 and 21 years old • Three American students aged 21,22 and 23 years old. All names have been changed to protect their privacy. • One of the American participants suffered from anxiety and another from depression, they were both under medication. • All three Mexican students mentioned that these psychological issues called their attention as it seems to be quite common in other Camp staff.

7. Instrument • Instrument: 6 individual interviews. • The interviews were audio recorded using a cellphone, then transcribed, and then analyzed using an axial code (Strauss & Corbin,1990, 1998): • Phenomenon conditions context consequences. Questions asked during the interview *At the end of this pptx.

8. Preliminary Findings (1) • Preliminary findings show significant cultural differences. • Improving English as a Second language and interacting with native speakers seem to be the most salient reasons why Mexican students work at USA camps. On the other hand, financial and religious concerns seem to be the most salient reasons for American students, as may be seen in the following discourse samples.

9. Mexican participants excerpts • Nadia- “The main reason was to improve my English…I spoke in English every single day!...aspects about their culture, their manners and some colloquial expressions. • Mónica- “I wanted an international experience…the places I knew…I improved my English skills” • Ana- “I wanted to practice English and travel abroad…meeting new people and I improved my English skills and pronunciation”.

10. American participants excerpts Fanny- “Because I wanted to be closer to God…making friends…I learned life skills” Gissel- “Because I wanted to work at a bible camp…making godly, wonderful friends, growing closer to God, and being with the campers. Susy- “I wanted a new adventure, meeting new people…life is all about trying new things and meeting new people. And God is good!”

11. Some other findings • There were also some emotional topics found in the data that are relevant to mention. • Homesickness seems to be a quite common feeling Mexican participants express. • American participants seem to show more independence and foresee positive friendship outcomes after the Camp, “lifelong friends”, “friends for a lifetime” • One of the American participants expressed loneliness feelings.

12. Mexican participants • Ana- “I was homesick at times and I really missed my family, also there was a lot of work” • Monica- “It was a really exhaustive work, I really, really, really missed my mom” • Ana- “Missing my country, Mexican food and the every day work, of course... Being at camp, away from my roots and my native language made me stronger, independent and proud of myself”

13. American participants • Susy- “The worst was when I felt alone” • Fanny- “The worst was when campers were homesick. It was the worst because I wanted them to be happy and always have fun. I made some amazing, lifelong friends. I learned to be a leader and to motivate” • Gissel- “Lots of long hard hours…it's a great tight knit group of people. You'll make friends that you'll have for a season and some for a lifetime”

14. Some preliminary conclusions • Improving linguistic and communicative competence seem to be the most salient reasons why Mexican students work at USA camps. • Financial and religious concerns seem to be the most salient reasons for American students • Homesick feelings and some expressions of cultural embarrassment were common in Mexican participants whereas independence an friendship seem to be the most salient for American. • Feelings from both sides might be explained as intricately linked to sociocultural practices: Why?

15. In Mexican society Family appears to have a very special bond. Even during Higher education most students still live with parents. • American students are socially under pressure to become independent, especially before and during higher education. • These findings may not be generalized but may be representative of o bigger number of participants. • We intend to apply more interviews and collect a wider number of data during this coming Summer.

16. “Culture makes people understand each other better. And if they understand each other better in their soul, it is easier to overcome the economic and political barriers. But first they have to understand that their neighbour is, in the end, just like them, with the same problems, the same questions” Coelho P.

17. Some References • Fairclough, N. (2014). Critical Language Awareness. London: Routledge. • Fairclough, N. (2003). Review of Pennycook's Critical Applied Linguistics. Discourse & Society 14(6): 805–808 • Kramsch, C. (2007), Re-reading Robert Lado, 1957, Linguistics across Cultures. Applied linguistics for language teachers. International Journal of Applied Linguistics, 17: 241-247. • Strauss, A. L., & Corbin, J. M. (1998). Basics of qualitative research: Grounded theory procedures and techniques (2nd ed.). Thousand Oaks, CA: Sage

18. Thanks andyconju97@gmail.com leonorjuarezgarcia@gmail.com gema_h@yahoo.com

19. *Questions asked during the interview • 1. How did you get the info to work at the camp? 2. Why did you decide to work at the camp? • 3. What was the best of working at the camp? • 4. What did you learn? • 5. What was the worst and why? • 6. Generally speaking how would you describe your experience of working at the camp? • 7. Would you like to share anything else?