However, there are also potential problems. For example, students from different cultures have different learning styles and expectations and the teacher needs to be aware of these. A Greek child used to a formal, disciplined teaching environment might respond badly to the relative freedom of a fun-filled, communicative classroom. Similarly, a Japanese girl used to a passive, receptive mode might find the demand to speak in class both culturally and linguistically challenging. Here, pre-course information is vital: both to teachers, so that they know what to look out for, and to students, so that they know what to expect. Pre-course induction meetings for new teachers should also consider this area.

Another problem is inherent in the description 'holiday course'. Parents send their children to England to learn English. Their children, however, come to have a good time. Thus there is a potential conflict between holiday and learning.

It is therefore important for lessons to 'bridge the gap' between holiday and learning through activities such as out-of-class projects in the locality. As well as extending the students' use of English, these also serve to deepen their understanding of British life and culture and may also help to develop an increased sensitivity towards the natural world. English Country Schools have developed something of a speciality in out-of-class environmental projects: see EFL Nature Projects for further information.

Excursions form a part of any holiday course and provide another opportunity to bridge the gap between holiday and learning. These visits can be enhanced by careful preparation and follow-up in the classroom which also provides further meaningful language practice.

Multinational classes also lend themselves well to in-class projects such as the creation of student journals. This can provide a natural focus for written work and encourage the students to think about style and accuracy in their written English. If run as a mini business (see Running a student magazine as a mini business), there is an opportunity to introduce the students to basic business skills as well as providing a genuine forum for discussion and negotiation.

Much of this kind or work may be new to teachers, so good quality pedagogical support is essential. Teaching materials must have clear aims and instructions and be ready to use. The Director of Studies' post should involve few if any teaching duties to allow time to support teachers effectively.

Finally, remember that the summer school teacher is often 'on holiday' too. Teaching English will be only a part of their work on the course, however - they will also be expected to socialise with the children and join in the Recreation Programme, as well as carrying out various supervisory duties. Tiredness is therefore a potential problem.

Reputable organisations will therefore try to give their teachers as much free time as possible, while ensuring that certain minimum standards of staffing are met. In this way, the time teachers spend with their students will be 'quality time' - ie. when they give their best. If the school is located in a scenic and interesting area, providing quality recreation time too, so much the better.

© C.Etchells, 1999, updated 2006