When a child or teenager returns excited from an English camp, many parents ask themselves the same question: are they really learning or are they just having fun?. The confusion is normal, especially if there is no previous experience with immersion programmes.
Enjoying the experience is positive and necessary, but it is not always synonymous with real learning. In this article, we analyse how to differentiate initial enthusiasm — typical of any new experience — from genuine and sustainable linguistic progress.
Why initial enthusiasm is normal (and necessary)
The first days at a camp are usually accompanied by intense emotions: new friendships, stimulating activities and an environment different from the usual. This enthusiasm serves an important function: it breaks down emotional barriers and encourages openness to using the language.
For children and teenagers, feeling comfortable and motivated is the first step to daring to communicate in English, even with mistakes. The problem arises when the initial excitement is the only driving force behind using the language.
When having fun does not translate into real learning
There are situations in which enthusiasm coexists with very limited use of English. This usually happens when:
- English is only used in specific activities.
- Outside those moments, interactions revert to the group's common language.
- Progress depends on occasional games, not on daily routines.
- The use of the language decreases as the initial novelty wears off.
In these cases, the child or teenager may greatly enjoy the experience, but linguistic learning tends to stagnate once the initial phase is over.
Signs that learning is real (and not just emotional)
From the first days onwards, more reliable indicators of genuine learning begin to appear. These signs usually persist even when the initial euphoria subsides.
1) The use of English continues when the novelty fades
A key sign is that English continues to be present in daily life when the activities are no longer “new”. The language stops being exciting and becomes habitual, and that is precisely what indicates real progress.
One factor that directly influences this continuity is the human environment. When most of the team is made up of international English-speaking coaches, English stops being an artificial rule and becomes the only real channel of communication.
In contexts where around 80 % of the adult team is international, both children and teenagers maintain the use of the language even when the initial excitement normalises, as there is no comfortable alternative to return to their mother tongue.
2) English appears in routines, not just in games
When genuine learning exists, English is used to solve everyday situations: organising, asking for help, collaborating with others or making group decisions.
- It does not depend on a specific activity.
- It is used functionally.
- It is integrated without conscious effort.
3) Mistakes stop being a problem
For both children and teenagers, one of the best indicators of genuine learning is the loss of the fear of making mistakes. The participant prioritises communicating rather than “speaking perfectly”.
This attitude arises not only from enthusiasm, but from an environment that supports and normalises mistakes as a natural part of the process.
4) Progress is gradual, not explosive
Genuine learning is rarely immediate. It is manifested in small, consistent advances: greater understanding, longer sentences, more spontaneous responses and less need for mental translation.
When all the “progress” is concentrated in the first days and then stabilises, it is usually more about excitement than real progress.
What to look for from day 5–7 of camp
After the initial phase, parents can look for more stable signs, both in children and teenagers:
- English remains the usual language for daily life.
- The participant communicates even when tired.
- The language appears without anyone explicitly requiring it.
- There is coherence between what is done and the language used.
From this point onwards, enthusiasm gives way to a more natural relationship with the language, which is where learning is consolidated.
How other camp factors fit in here
The transformation of initial enthusiasm into real learning does not happen by chance. It is usually the result of a coherent educational structure, in which activities, routines and adult support all follow the same pedagogical approach.
When the programme design is supervised by a reference educational entity such as Cambridge University, the use of English does not depend only on momentary motivation, but on a progression designed so that the language is consolidated naturally throughout the whole experience.
This type of approach explains why two equally fun camps can offer very different results in the medium term.
If you want to explore the general criteria for assessing whether a camp is well planned from an educational point of view, you can find more information in this guide on how to know if an English camp ensures genuine learning.
Conclusion: enjoying is important, but it is not enough
That a child or teenager enjoys an English camp is excellent news, but the true indicator of quality is that the initial enthusiasm becomes a lasting relationship with the language.
When English remains present beyond the excitement of the first moment, is integrated into routine and is used naturally, we are witnessing genuine learning that goes far beyond the summer.
If you are considering options and want to understand how an immersive environment is built in which enthusiasm turns into progress, you can find more information at a camp programme based on daily life together, constant support and real use of English.
